Kimberly Granato

EDR 317
BDA Lesson Plan

Learning Outcomes
Students will be able to recognize unknown words by using previously known sight
words with similar vowel patterns
Students will be able to recognize vowel patterns
Standards
CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding
words.
Anticipatory Set
Have the students name sight words or words that rhyme with a word that you provide to
them. This will get them thinking about words that they have previously learned and
also vowel patterns that they know.
I am going to give you a word that you already know. Based on that word, you are
going to try to think of one word each that has a similar vowel pattern to it or a word that
you think rhymes
Example: fun, sun, pun, bun, run, and so forth...

Procedures
Before Reading
Today we are going to read a funny poem that has some new words in it.
These words will have similar vowel patterns to the sight words that you already know.
Some of these words might be a bit difficult so I am going to show you a trick on how to
figure them out. When you come across a word that you do not know, first see if it has a
familiar spelling pattern to a sight word or a rhyme that you already know. Then just
substitute the beginning sounds of the unknown and the known word to sound it out.
Model the strategy on the board using the words listed under example in the anticipatory
set. Underline the beginning sound and the rhyme in different colors so the students
can see the difference.
During Reading

Now that you are familiar with the strategy, I will give you each a poem
that you will have to read. This poem contains words that might be familiar to
you and words that are not. When you come across a word that might not
know, use the strategy that we have just went over to sound out the word. If it
helps, you can also underline the beginning sound and the rhyme.
While the students are reading the poem, listen to them read out loud. If you hear a
child struggling to sound out the word, reinforce them to underline the different sections.
If they have already done that, help them break down the word into chunks while helping
them sound it out.

After Reading
Now that you have learned the trick to figuring out words that are
unknown with similar vowel patterns, you will now write a poem of your own. Using
either the sight words that you already knew or ones that you have learned today you
will write a poem that incorporates them. I have an example of a poem that is similar to
the one you just read except it uses different words. You could write a poem similar to
this or you can use words of your own.
Use the Long U poem listed below as an example of a poem that they can write. Take
note of the differentiation for this section. Depending on the students level will vary the
the words that they use.

Differentiation
For students who are struggling with vowel patterns have the spelling pattern of
the new words underlined so they can clearly see the relationship between the words
that have similar patterns. This will help the students separate the beginning sound
from the spelling pattern. When it comes to writing the poem, provide a list of the words
that they learned with similar patterns so they can easily use them. Have the students
incorporate 4 words into their poem.
For students who are more advanced, have them underline the rhyme and the beginning
sound each with different colors, then using the strategy, have them figure out the new
word on their own. For writing the poem, have the students try to come up with 4 new

words with similar patterns on their own and then 2 words previously learned for a total
of 6 words.

Closure
Today you have learned how to recognize words that have similar vowel patterns
to words that you have previously learned. Now that you have mastered that strategy,
we are going to finish off the lesson by each saying a word pair that has similar vowel
patterns.
Have the students go around in a circle and each say a word pair that is different then
words that they used in their poems. This will sum up the lesson and allow the students
to think about other words that they may know, that they did not use in the lesson.

Assessment
Formative
Through out the lesson, listen to the students read aloud the poem and pay attention to
how well they are sounding out the words that they do not know by using the strategy.
Keep a record of which words the students were able to master, and which they needed
assistance with.
Summative
Assess the students based on the poems that they have created, whether or not they
have used the correct amount of words, and if they words have similar vowel patterns
and rhyme.

Materials
Poems
Long E
Long E, long E, yes

thats me!
I can be like a bee,
I can read under a tree.
As long E, I can jump
like a flea or
Enjoy a cup of tea
Long U (example for after reading)
Long U loves June,
Long U can sing a
tune! Long U can play the
Flute, Long U is really cute!
Long U is never rude. She has a great
attitude! And shes a cool dude!