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Big Ideas/Driving Questions (Identify your broad area of focus in instruction): Long vowel
sounds, more specifically long /a/ sounds. How do we spell words with long /a/ sounds?
Common Core State Standard(s) (CCSS) Focus on reading and speaking and listening
standards):
CCSS.ELA-LITERACY.RI 1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RF 1.3C Know final -e and common vowel team conventions for
representing long vowel sounds.
Learning Objectives: Develop ONE or TWO objectives that are specific to your lesson. These may
be written as one sentence: During [activity], students will be able to ________, as evidenced by
_________.
Using RI 1.1 the student will be able to answer questions about the book, and pick out
words following the spelling inventory feature we are discussing.
Using RF 1.3C the student will be able to distinguish and sort –e and –ai- conventions for
representing a long /a/ sound.
Instructional Strategy Rationale- Why did you choose these pedagogical strategies?:
My rationale for the strategies is this lesson is so that students understand that words
can make the same long /a/ sound even if they are not spelled the same. By first sorting
out the word cards and then going over the pronunciation, the students will see that
even though they are spelled differently they create the same long vowel sound. The
read aloud will allow students to see the spelling along with hearing the pronunciation of
the word while I read.
Background and Context - Briefly describe your target students and the learning and/or
participation challenges they face that may require academic, social, or linguistic support
during the lesson. (Note that students may not need all three types of support, so be sure
your ideas listed below in your plan are specific to this student’s needs.):
Student 1: This student is a bit below grade level for reading and literacy, but a lot of it
has to do with her attention span and that she tends to rush on a lot of assignments.
There was evidence from the QRI and Elementary Spelling Inventory that she has trouble
reading and spelling longs with long vowel sounds, specifically long /a/ sounds. For both
social and academic support, I really want to make sure I can get this student to focus
and have as little distractions as possible. She also needs to take her time and not blurt
answers out or talk over others.
Instructional Sequence / Procedures: What activities will take place during Number
this lesson? (Note: Use bullet points to outline your ideas.) of
Minutes
Opening/activator: How will you set the purpose for the lesson? 3 min
Important to make sure that the students do not feel singled out,
make them feel special
Tell them that we are going to learn about something I think they will
improve all of their writing. We are going to learn about how to read
and write the long /a/ sound in two ways.
Say we are going to play a game to work on a specific sound, the
long /a/ sound. Say a few example words. Then, we are going to read
a story and have a word hunt while we read. Go over rules for raising
hand, taking turns talking, etc.
MINILESSON 5 min
Guided Practice: What will you engage in together as a class or small group?
Together, the groups will listen to the read aloud and hunt
for long /a/ vowel words, raising their hands when they think
they have found one.
There will be a discussion of the text just as any other read
aloud.
Share Time: What will students do to share their writing with one another 4 min
and receive feedback?
As a group, we will share out, one-by-one, students’ writing
samples so that they can also practice reading their own
work. They will point out the long /a/ word they used.
Student Materials:
12 Word Sort cards, 6 with -ai- spelling and 6 with final -e spelling
Piece of paper for writing sample
Pencil/eraser