Long and Short Vowels Lesson Plan

Barclay College Elementary Lesson Plan
Course
Language Arts Methods
Activity
Title
Teacher
Date
Grade Level
Unit Name
Topic
Long and Short Vowel Identification
Abbey Read
21 April 2016
Second Grade
Mrs. Piggle-Wiggle Literature Focus Unit
Phonemic Awareness
Lesson
Variety
Visual Learners
Cognitive Domain
Student Centered
Core Academic Standards

Highlight specific content being measured in standard
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable
words.
Whole group and individual
Content Area(s):
English/Language Arts
SMART Goal(s): The learner will

Identify long and short vowels in one-syllable words. The learner will score 8/10 points on the
phonics worksheet when completed independently.
Use 11 point, Arial font, single spaced
Pre-Assessment, Format (Informal/Formal) or Summative Assessment Plan

Formative Assessment plan- I will grade students phonics worksheets at the end of the day.
Since we did two of the questions together and there are 11 questions total, I will only grade
SMART Board, iPads, headphones, dice, scissors, glue, pencils, hula hoops, newspaper,
the 9 questions they answered on their own.
printed pictures, notecards, graphic organizer worksheet
Materials
Hook for Activating Prior Knowledge
We will watch this Google Docs video I created as an introduction.
http://docsstorybuilder.appspot.com/YleUpOjcn
We will talk about how each set of words is similar. I will ask the students if they know the
difference between long and short vowels. Using ActivInspire or a similar software, I will
rewrite some of the words from the video. Students will come up to the board and underline
the vowel in each word and identify it as long or short.
Main Activities during centers (each step of project):
How did/would you differentiate instruction for various developmental needs
Lesson
1. I will present a brief PowerPoint on long and short vowels using examples from Mrs.
Piggle-Wiggle. Link: https://drive.google.com/open?
id=0B_ZFCehzM5tiaEI2S0tSMWlEV0RXQVM3ckVhZkxsYjFXZWJv
2. I will hand out phonics worksheets and we will do numbers 1 and 6 together. Then
students will work by themselves to complete the worksheets. If they do not finish
them in 15 minutes they will be able to finish them later in the afternoon during a free
period.
Centers
1. Students will play Chicken Stacker on iPads with headphones. Link:
http://pbskids.org/lions/games/stacker.html
2. Students will play a Roll and Write dice game, enclosed.
3. Students will complete the cut-and-paste word sort worksheet, enclosed.
4. In their writing journals, students will write a story about themselves centered on the
short vowel word dog. They will try to incorporate as many short vowels as possible
and will include a picture.
Student 1: Student with Exceptionality

On the worksheet under the long vowel questions, the student will circle one short vowel
word in each sentence. Under the short vowel questions, the student will circle one long
vowel word in each sentence.
Student 2: ESOL Student

The student will have visual representations of several words on the phonics worksheet.
They will receive help from an ELL Para as well.
Concluding Activity for closure

Using two hula hoops on the floor, students will work together as a class to sort 28
words into long and short vowels. Words will be printed on 3x5 notecards (enclosed).
Homework or continuation of project
(Throughout day or at home to support function and mastery of concept)
Students will be asked to find three examples each of long and short vowels in the book. I
will provide them with a graphic organizer to complete this task.
Reflections:
I implemented:
Strengths of lesson:
Challenges of lesson:
What occurred during the lesson design or delivery and student response to instruction?
SMART Board and iPads

Data Analysis:
Scores
Changes in instruction based on data:

Unit Questions:
Why are the objectives appropriate?

Why are the lessons sequenced in this manner?
Why were these instructional strategies/activities selected?
How do the instructional strategies/activities address the learning objectives for this
unit?
How will a variety of levels of thinking skills be addressed (Blooms)? Give specific
examples of use:
Explain the reading strategies that will be used throughout the unit. Give specific
examples. (Remember that reading a text is not a reading strategy).
What resources will be needed for this unit? (Include school and community
resources)
How will technology be integrated within the unit? Explain both teacher use and
student use:
How does the unit demonstrate integration of content across and within content
fields?
How does the unit demonstrate both teacher-centered and student-centered
instructional strategies?

Long and Short Vowels Lesson Plan

Uploaded by

Copyright:

Available Formats

Long and Short Vowels Lesson Plan

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Long and Short Vowels Lesson Plan

Uploaded by

Copyright:

Available Formats

Barclay College Elementary Lesson Plan

Long and Short Vowel Identification

Core Academic Standards

SMART Goal(s): The learner will

Barclay College Elementary Lesson Plan

Pre-Assessment, Format (Informal/Formal) or Summative Assessment Plan

Use 11 point, Arial font, single spaced

Barclay College Elementary Lesson Plan

Student 1: Student with Exceptionality

Student 2: ESOL Student

Concluding Activity for closure

Use 11 point, Arial font, single spaced

Barclay College Elementary Lesson Plan

Changes in instruction based on data:

Why are the objectives appropriate?

Use 11 point, Arial font, single spaced

You might also like