KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Marissa Weidner

Date:

Cooperating Teacher:

Coop. Initials

Group Size:

40 minutes

27

Subject or Topic:

Allotted Time

Flippy the Dolphin

11/6/14

Grade Level

Section

1st Grade

932

STANDARD:
CC.1.1.1.C: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes)
CC.1.1.1.D: Know and apply grade level phonics and word analysis skills in decoding
words
I. Performance Objectives (Learning Outcomes):
The first grade students will be able to correctly use the strategy of flipping vowel sounds
to help them decode new words while they are reading.
II.Instructional Materials
Flippy the Dolphin
Flippy Dolphin Poster
List of Words to practice with
Mama, Do You Love Me? by Barbara M. Joosse
Reading Strategies Bookmark
Smarboard
Whiteboard
Whiteboard Markers
III.Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
Prerequisite Skills:
Phonemic Awareness
Reading Ability
Key Vocabulary:
Vowels: a, e, i, o, u, and sometimes y
Short Vowel Sounds: does not say its name
Long Vowel Sounds: says its name

Big Idea:
Using decoding skills will help students to become more independent readers and
stronger readers and promote reading comprehension
New Content:
Flippy Dolphin
A decoding strategy that students can use to help them while they are reading.
Flippy Dolphin focuses on flipping the vowel sounds. (Long/Short vowel
sound)
Students are to read a sentence in the story, and if the word doesnt sound right,
they must go back and try the long and short vowel sounds.
Students must practice using this decoding skill as they are reading to become
stronger readers.
IV.Implementation
A. Introduction
Have students come together on the carpet.
Good morning boys and girls. Today I am going to read a story to you called,
Mama, Do You Love Me? by Barbara M. Joosse
On Page 2 read, How Mooch?
On Page 3 read, I love you more than the raven loves his treesure
On Page 5 read, Ill love you until the umiak flies into the darkness, till
the stars turn to f-eye-sh in the sky, and the puffin howls at the moon.
Make these mistakes to grab the students attention and to have
them thinking about why I am making them.
B. Development
So boys and girls, as I was reading I realized that there were a few words that I
read that were tricky for me and didnt sound right as I was reading.
Bring out Stretchy Snake, Chunky Monkey, Peekin Poodle, and Eagle Eye.
Who can tell me about this friend that helps us to read? How do we use them to
help us? (hold up each animal and ask the same questions as a review of the
previous strategies we have learned)
So now Im going to go back to the words that I had trouble with and see if any
of these friends can help me read them correctly. (Let the students guess which
animal will help them, but none of them will be the best strategy to use.)
Sadly, none of these friends seem to help me decode these words. But, I have a
new friend that I am going to introduce to you today! This is Flippy the
Dolphin! (bring out dolphin stuffed animal).
Sometimes if we get stuck on a tricky word, we should try saying it in a
different way. Flippy Dolphin reminds us that we should try to flip the vowel
sound in the word to help us read it. Every time you think we can use Flippy
Dolphin, I want you to go like this with your hands (make a flip movement with
hands.)
2

 Now I am going to read a few more pages of this story to see how I can use
Flippy Dolphin to help me as I am reading.
On page 6 read, and I tried to be careful, and I tried to walk slowly, but
I feel and the eggs broke?
Hmm, that doesnt sound right. Make our Flippy Dolphin
movement if you think we can use him here to help me read this
word. Lets see what happens when I change the vowel sound from
EE to EL. F-e-ll, Fell! That sounds right! Let me read this sentence
again!
On page 10 read, What if I threw waiter at our lamp?
I dont think that this word sounds right. Do you think that we
could use Flippy Dolphin to help me? If so, make our motion. I
wonder what would happen if I change the long a sound (a), and
flipped it to the short a sound (ah)? Whisper to a friend how you
think this word would sound if we flipped them? Great job! So I
heard the word, water. Lets try that!
On page 13 read, What if I stayed away and sang with the wolves and
slept in a Cawve?
Hmm, cawve doesnt sound right. Show me if you think we can
use Flippy with this one! (students should show the movement) I
think that we should try flipping the short vowel sound (ah) to long
vowel sound (a). C-a-ve, cave! Thats perfect! Im going to read
this sentence again to make sure that sounds right!
On page 15 read, Then I would be surprised and a little scarred.
Ok, I need help again. Which friend do you think will help me?
(students should say Flippy Dolphin) Lets try using Flippy
Dolphin! Hmm, what happens if we flip the are vowel sound to
the air vowel sound. Sc-a-red, scared! Great job everyone!
I think that you guys are doing a great job helping me use Flippy Dolphin! So
Im going to put this book away and I have a game for you to play!
On the smartboard, I have a matching game. We are going to practice flipping
our vowel sounds. For example, on this side I have the word Bot. How could I
change the short vowel sound to a long vowel sound? Remember that our long
vowel sounds say their names. Lets look on the other side to see if we can find a
matching word to help us change our short vowel sound, to a long vowel sound!
(bot-boat)
If we flip our vowel in bot from a short vowel to a long vowel, it would sound
like boat! So these two would be a match! Lets keep going down our list to see if
we can find more matches!
Complete the list as a class.
After the list is completed, have the students go back to their desks.
I want you to open up your good-fit books and find a word that has a short
vowel sound. Write it down on your whiteboards and bring it back to the carpet!
3

(allow some time for the students to pick a word from their book. When they
return to the carpet, complete the checklist and create a list of words on your
whiteboard to practice flipping the vowels with the students.)
alright everyone, hold up your words so that I can see what youve found! Im
going to write a few of them on my board so we can look at all of them
together! (practice changing the short vowel sound to the long vowel sound. Use
the hand movement when they need to flip the vowel sound)
Great job everyone! Now I want you to go back to you desk and find a word in
your good-fit book that has a long vowel sound! Write it on your whiteboards and
bring it back to the carpet so we can do the same thing!
Repeat the same process as the short vowel sound.
C. Closure
You guys have done a great job learning about Flippy the Dolphin! Flippy the
Dolphin reminds us that it is ok to go back and reread a sentence of the story to
decide if we should change the vowel sound in a word!
Remember that it is important to use all of the decoding strategies that we have
learned with our friends (point to stuffed animals) when we are reading by
ourselves, with a friend and with a teacher! To help remind you all, I made each
of you a bookmark with our strategies on them to remind you what to do if you
need help when you are reading.
After I give you a bookmark, I want you to go back to your good-fit book and
make a list on your whiteboards of words that have a short vowel sound and flip
them to a long vowel sound. Do not erase your work! Use Flippy Dolphin to help
you! (use the checklist to see if the students can identify short vowel sound
words and flip them to long vowel sounds.
D. Accommodations/Differentiation
For the students who have difficulty identifying letters and sounds, I would
have them bring their good-fit books to me and we choose a word together
with the specified vowel sound. I would also have these students come close
to me so that I can keep an eye on them as they were working.
E. Assessment/Evaluation Plan
1. Formative: Listen to students read and observe if they are using their
strategies as they are reading or if they are not.
2. Summative: A checklist to record if the students can identify long/short
vowels sounds and if they can correctly flip them.
V.Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after
lesson is taught)

 During the lesson, all of the students were participating and answering
the questions that I was asking them. They were all engaged and I
noticed that our more advanced readers already knew how to use this
skill.
While most of the students were participating, I noticed that Zach G.
stayed quiet and only participated with the students on occasion. About 3
out of 5 times.
When they were asked to find a word in their books with a short vowel
sound, about 3 students came back with a long vowel sound but with
some guidance, they fixed it to say a short vowel sound.
Overall, 26 out 27 students were able to identify a short vowel sound
word and successfully change it to become a long vowel sound. 99% of
students understood the strategy and could successfully use it as they
were reading.
Remediation Plan
For Zach G., I would provide him with a list of short vowel sound words
and long vowel sound words so that he could choose from them instead of
searching through a book and getting easily distracted. I would also make
sure to set some time aside to work with him individually (guided reading)
to practice using this skill with as he is reading. This will help me to make
sure that he understands how to use this strategy and stay engaged as hes
reading and working.
B. Personal Reflection
How well did I do teaching the students this decoding strategy? Is there anything that I
could have done differently to make my lesson more successful?
I believe that I did a good job teaching the students this strategy because I used a mentor
text, a game, and provided them with opportunities to practice using this strategy on their
own. I think that the students were doing so well with the short vowel sounds, that I
shouldnt have stopped the momentum of the lesson to have them go find a long vowel
sound word. I think that I could have also had them stay in their seats instead of coming
back to the carpet to share their words. I think that I could have chosen a more simpler
book to use with the students instead of the book that I have chosen.
Did I do a good job modeling how to use the strategy as I was reading?
I think that I did because I used a think-aloud model as I was using it. I also modeled it
first and then had the students help me. They seemed to really enjoy doing that and stayed
engaged as I was reading.

Were the students engaged in the lesson and can they successfully use Flippy Dolphin as
they are reading?
Yes, the students were engaged throughout the lesson. They also demonstrated that they
can successfully use Flippy Dolphin by playing a game and finding their words and
flipping the vowel sound.

VI.Resources
Joosse, B. (1991). Mama, Do You Love Me? San Francisco: Chronicle Books.
Lets Get Fancy in First: Flippy Dolphin. (2013, February 27). Retrieved November 4,
2014. http://letsgetfancyinfirst.blogspot.com/2013/02/flippy-dolphin.html
Mattes, L. (n.d.). Reading Strategies Posters & Bookmarks. Retrieved November 4, 2014.
http://www.teacherspayteachers.com/Product/FREEBIE-Reading-Strategies-PostersBookmarks-790560

VII. Mini Lesson Opportunities

If the lesson was not completed in the time allotted, have students bring their good fit
books and their whiteboards and markers with them to write some short vowel sound
words. Teach them how to flip the short vowel into a long vowel to practice the Flippy
Dolphin strategy.
Then have them find long vowel sounds in their books to change into short vowel
sounds. Nonsense words is ok for this lesson, just to practice flipping the vowel sounds.
Have the students read their books aloud and listen for them to practice the Flippy
Dolphin strategy. Remind them that it is ok to go back and reread the sentence to make
sure that the word sounds right and makes sense.

!"#$$%&'("$)#*&

!"#$%&'(%)*+("%
,*-./0%%
%
123%&'(%"* .4%5%
,'*2&%,*-./,0%

Bookmarks
-"./%(*%

!"#$%&'()*+,%
0"12$%0.$%

-"./%(*%

!"#$%&'()*+,%
0"12$%0.$%

-"./%(*%

!"#$%&'()*+,%
0"12$%0.$%

!""#$%&$&'($)*+&,-(.$$
/0($&'($1(2*33*32$4(&&(-.$

!""#$%&$&'($)*+&,-(.$$
/0($&'($1(2*33*32$4(&&(-.$

!""#$%&$&'($)*+&,-(.$$
/0($&'($1(2*33*32$4(&&(-.$

3)4/%(5$%6)/5%

3)4/%(5$%6)/5%

3)4/%(5$%6)/5%

5(&$6",-$7",&'$-(%86.$$
9%6$&'($:*-0&$0",38.$

5(&$6",-$7",&'$-(%86.$$
9%6$&'($:*-0&$0",38.$

5(&$6",-$7",&'$-(%86.$$
9%6$&'($:*-0&$0",38.$

7(8$('5.%7+"#$%

7(8$('5.%7+"#$%

7(8$('5.%7+"#$%

94""""";46$0&-(&+'$(%+'$
4(&&(-$0",38$&"2(&'(-.$

94""""";46$0&-(&+'$(%+'$
4(&&(-$0",38$&"2(&'(-.$

94""""";46$0&-(&+'$(%+'$
4(&&(-$0",38$&"2(&'(-.$

95:+#.%;*+#$.%
<-(%#$&'($;"-8$*3&"$
+',3#0$6",$#3";.$
7$%&$!$:4$%&$!$0)4$%&$&(-$

95:+#.%;*+#$.%

95:+#.%;*+#$.%

<-(%#$&'($;"-8$*3&"$
+',3#0$6",$#3";.$
7$%&$!$:4$%&$!$0)4$%&$&(-$

<-(%#$&'($;"-8$*3&"$
+',3#0$6",$#3";.$
7$%&$!$:4$%&$!$0)4$%&$&(-$

!8.)+T
!$#%

!8.)+T
!$#%

!8.)+T
!$#%

=-6$&"$-(>-(%8$&'($
0(3&(3+(.$='*3#$%1",&$
;'%&$;",48$7%#($0(30(.$

=-6$&"$-(>-(%8$&'($
0(3&(3+(.$='*3#$%1",&$
;'%&$;",48$7%#($0(30(.$

=-6$&"$-(>-(%8$&'($
0(3&(3+(.$='*3#$%1",&$
;'%&$;",48$7%#($0(30(.$

7#)44.%68*1%

7#)44.%68*1%

7#)44.%68*1%

9#*)$&'($&-*+#6$;"-8.$
?(%8$&"$&'($(38.$
5"$1%+#$@$&-6$*&$%2%*3.$

62)44.%<*245)+%
A4*)$&'($B";(4$0",38.$
=-6$4"32$@$0'"-&$0",380.$

9#*)$&'($&-*+#6$;"-8.$
?(%8$&"$&'($(38.$
5"$1%+#$@$&-6$*&$%2%*3.$

9#*)$&'($&-*+#6$;"-8.$
?(%8$&"$&'($(38.$
5"$1%+#$@$&-6$*&$%2%*3.$

62)44.%<*245)+%

62)44.%<*245)+%

A4*)$&'($B";(4$0",38.$
=-6$4"32$@$0'"-&$0",380.$

A4*)$&'($B";(4$0",38.$
=-6$4"32$@$0'"-&$0",380.$

Lists of Words

!/.2!&/.(2&

!*#)!&*#3")&

!)($!&)($%&

!-6'!&-6'%&

!'.)!&'.()&

!1#$!&1#$%&

!'%-,!&'%(,&

!)#$!&)5$%&

!-(,!&-(,%&

!'#,!&'#,%&

!4#)!&4#3")&

!'(,!&'(,%&

!"#)%!&"#)&

!'(2%!&'(2&

!*%%,!&*%-,&

!-.$%!&-.$&

!*($%!&*($&

!1%()!&1%)&

!0#$%!&0#$&

!/.'%!&/.'&

!$.)%!&$.)&

!+#,%!&+#-,&

!*%()!&*%)&

!'()%!&'()&

!"#$%!&"#$&

!,"*$1&!',"*$1&'

!(#$)!'(#$)&'

!1.+"!'1.+"&'

!6&,"!'6&+,"'

!2*+1!'2*+1&'

!(.&/!'(.&+/'

!,1&(%!',1&+%'

!,/+.!',/+$.'

!)*+1!')*+1&'

!%$/)!'%$/)'

!-&,"!'-&+,"'

!6.$"!'6.$2#"'

!(#0(%!'(#0%&'

!6.+(%!'6.+%&'

!6$2#,"!'6$,"'

!-+$,#!'-+,#'

!2*0041!'2*541'

!2.+)&!'2.+)'

!(+3"(#!'(+"(#'

!,#$1&!',#$1'

!2*$1!'2*$1&'

!,.$%&!',.$(%'

!(.+$,1!'(.+,1'

!-.0+%!'-.0(%'

!*&+,"!'*&,"'

!/&+,"!'/&,"'

!-.&+/)!'-.&/)'

!)*&+,&!')*&,,'

!"#$%&!'"#$(%'

!"#$%&'(%)*+("%,(-("%.%

!76++!&76+%&

!*.(,!&,*.-,&

!6.0"!'6.0+"'

!"#$%&'(%)*+("%,(-("%.%%

!8%$!&8%%$&

!+%%3!&+%3&

!2()!&2()%&

!(*0+1!'(*01'

!/%4!&/%%4&

!,"&1!',"&&1'

!+%,!&+%(,&

!(*&1!'(*&&1'

!$#,%!&$#-,&

!6.+4!'6.+4&'

!/.$!&/.$%&