Name: Darrik Johnson Title: Vocabulary with Long and Short Vowel Sounds Grade Level: 4th Date:

3/6/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Reading: Volume 1: Themes 1-3 Publisher: Houghton Mifflin Date of Publication: District, school or cooperation teacher requirement or expectations that might influence your planning or delivery of instruction. This lesson will be review as the cooperation teacher will be introducing the subject in another lesson. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. Reading lessons are taught daily and language review is a focus every morning. This will be the second lesson taught on this vocabulary list and short and long vowel patterns Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Students will be split into groups based on their level of understanding of the concept that is observed by the teacher. List any other special features of your school or classroom that will affect the teaching of this lesson. The SMART Board will be used to teach this lesson and SMART Notebook will be used to create the lesson and components used in its teaching. INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total Students: 26 Males: 13 Females: 13 Students with Special Needs: Number of Students: Accommodations and/or Category pertinent IEP Objectives: Students work with Special 3 Education teacher when needed Students with IEPs English Language Learners 0 Gifted 0 504 0 Students work with Special Students with autism or 3 Education teacher when needed other special needs Students with Behavioral 0 Disorders

INFORMATION ABOUT THE LESSON Content Strand-found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards CCSS: Phonics and Word Recognition: 4th Grade CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words Enduring Understanding and/or Essential Question Outcome(s) 1. Students will be able to recognize vowel sounds and spelling patterns in words and sort the words into groups based on those sounds. 2. Students will be able to spell the words on their vocabulary lists during the spelling test at the end of the week. Academic Language related to the lesson Vowel Spelling Pattern Prior Learning/Prior Thinking The students were taught vowel sounds in past years and have mastered letter sounds and phonics. The students had one prior lesson introducing the vocabulary list and long and short vowel sounds. LESSON IMPLEMENTATION Anticipatory set/Elicit Prior Knowledge Students will be asked to come up with words that contain long and short /a/ sounds as a group. Students will then be asked to identify any patterns that they see in the words that have similar vowel sounds. Focus/Purpose Statement The purpose of this lesson is to introduce how spelling patterns and vowel sounds are related. Procedures 1. Students will be asked to get out their vocabulary lists. During this time the teacher will pull up the SMART Board activities. 2. The teacher will ask the class to produce words with long and short /a/ sounds. The words will be put into the appropriate group based on whether the vowel sound is long or short. The list should be around eight or ten words total. 3. The teacher will ask the students if they recognize any patterns in the two lists. If so, what are they?

 Can they be used as rules for spelling words? Do words from the spelling list go by the same patterns? 4. Students will come to the board and move the provided words into the proper category on the vortex slide. 5. Students will then use a more specific chart to sort the words taken directly from their vocabulary list. 6. If time allows, students will be split into two teams to play a game to practice recognition of long and short vowel sounds. One team will roll the die. The team will then cover one word on the board that corresponds with the letter sound that is shown on the die. The object is to get five in a row. The first team to do so wins the game. A free space may only be used if it is the fifth and final spot in the row to win. Differentiation Closure Students will be given an assignment that will create opportunities to study the material for the spelling test at the end of the week. Materials and Resources SMART Exchange lessons for the SMART Board as well as a SMART Board presentation created by the cooperating teacher Classroom Management/Democratic Practices Instructions will be given before students begin tasks Students will be guided through the lesson with questions and examples ASSESSMENT Before the lesson Gathering information about student knowledge Students will be asked to provide a list of words before the lesson is taught. The students will then look for patterns within that list. Pre-assessment that may be used Students contribution to the list and contribution to finding the patterns within the list. During the lesson Informal Formative Assessment Student participation in the lesson as observed by the teacher Formal Formative Assessment

At the end of the lesson Formative Summative Students will take a spelling test covering words that contain the patterns that were discussed during the lesson. This test will be given at the end of the week after students have had an opportunity to study the vocabulary list. Assessment Rubric LESSON PLANNING CHECKLIST Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What Strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? What content-specific vocabulary will you introduce and how will you introduce it?