EDUC 429 Teacher Candidate: Shakema Smith Vowels Grade: 2nd Learning Objectives:

Lesson Plan Template Lesson 1 2 3 4 5 Subject/EEDA/SSCA: ELA-Shared Reading/Short

Date and Time of Lesson: February 12, 2013 at 9:00 a.m.

Students will be able to recognize short vowel sounds in words. Students will know what are the short vowels; a, e, i, o, u.

Alignment with Standards: RF 2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable words. Developmental Appropriateness: My learning objectives are appropriate because students have already been introduced to the short vowels but they still need help recognizing them in words. The students will be able to use the skill Punching Words when trying to recognize short vowels in words.

Assessment(s) of the Objective: Pre-Assessment: Numbers 7-10 on the assessment.

o Directions: What are the short vowels? Write each vowel in each blank. 7.________ ________ _________ _________ ________

Directions: Circle the word that has a short vowel sound? 8. A) Tack B) Ate C) Tale D) Base

9. A) Name B) Hope C) Still D) Plane

10. A) Nose B) Nest C) Huge

D) Space During Assessment: o Observing that students are searching for words with short vowels while re-reading each page. o Go back through the story and allow students to choose words that have short vowel sounds. Post-Assessment: o Students will fill out the Short Vowel T-chart by writing the word found in the story in the correct short vowel column.

Accommodations: 1. When listening to students say words that have a short vowel sound, if the student makes a miscue which interferes with the short vowel sound in the word, I will ask questions such as: a. Does that word make sense? b. Does that word sound like it has a short vowel sound in it? c. If this word ______ makes this short vowel sound, then what is another word that makes the same short vowel sound? 2. If the students enjoyed this text, they may also enjoy the next book of the Mrs. Wishy-Washy series. 3. If the students are having difficulty with recognizing short vowel sounds in words based in the assessment that I gave, I will re-teach each short vowel sound to the students and create another activity for the students to do on short vowels. This will help the students to get a better understanding. 4. I will clearly and slowly read the book so the students will get a clear understanding of the story. I will clearly say the short vowel sounds for the ESOL students. I will continuously repeat the short vowel sounds to the students. For the ADHD student, I will give clear and precise directions. Materials: Big Book- Wishy-Washy Day by Joy Cowley and Illustrated by Elizabeth Fuller, sketch markers, and chart paper. There will be no technology needed for this lesson.

Procedures: 1. Today we are going to be reading Wishy-Washy Day by Joy Cowley and Illustrated by Elizabeth Fuller. Now lets do a picture walk before I read the story. (Do picture walk) 2. Good job! Now I will begin reading the story. 3. Read story. 4. Today we are going on a short vowel hunt in the story. 5. The short vowels are: 1. a- as in apple 2. e- as in elephant 3. i-as in igloo 4. o-as in octopus 5. u-as in umbrella

6. I have a Short Vowel T-Chart right here and it has each of the five short vowels. We are going to re-read the story and look for words with short vowel sounds. 7. When we find a word with a short vowel sound, we are going to punch it to make sure it has the short vowel sound. Then one of you will come up to the T-Chart and write the word in the correct short vowel column. 8. Okay now lets go back through the story and read each page. If you think you may see a word with a short vowel sound then raise your hand AFTER we finish reading the page. 9. Begin reading the story again. 10. When done reading the book and completing the T-Chart, repeat the short vowel sounds again with the examples. 1. a- as in apple 2. e- as in elephant 3. i-as in igloo 4. o-as in octopus 5. u-as in umbrella 11. Before we end our lesson, I want you to turn to talk to your talk partner. I want you and your partner to talk about time when someone did not listen to you. How did you feel? 12. Allow students to share their responses.

References: N/A Activity Analysis: The lesson activity is reading the big book, finding words with short vowel sounds, and filling out the short vowel chart with the words that the students chose from the story. The instructional strategy supports the lesson objectives by the students recognizing short vowel sounds in words by punching the words. Since the students love to work together this activity allows for the students to work together as a class to find words with short vowels. I will use the Short Vowel T-Chart and the big book, Wishy-Washy Day to implement the activity.