Design for Learning

Instructor: Ms. Cooper

Lesson Title: Saying the Short U vowel
Curriculum Area: Phonics
Grade Level: 3rd-5th (2nd with adaptations)
Date: 9/8/14
Estimated Time: 15 Minutes
Standards Connection
20. Know and apply grade-level phonics and word analysis in decoding
words.
Distinguish long and short vowels when reading regularly spelled
one-syllable words.
o Examples: short vowel u (bus, sun, run)
*IEP Goal: Students will be able to identify the short and long vowels.
Lesson Objectives
The students will be able to:
1. Create one syllable words that include the short vowel u
2. Read words with the short vowel u
3. Complete words that have a short vowel u by adding the missing
consonants.
Evaluation of Learning Objectives
1. The students will correctly answer 6/8 questions on the short
vowel u worksheet they are given. (See Attached)
2. The students will actively participate in group time and come up
with short vowel u words.
Engagement
The teacher will tell the students that they will be learning about
the short vowel u and words that have the short vowel u. The
teacher will then further engage the students through a short
vowel u video on Youtube. This video will be previously pulled up
on the Ipad.
Today we are going to be learning about the short vowel u, and
words that have the short vowel u in them. The letter u can
make two different sounds in words and today we are going to
be focusing on what the short vowel u sounds like. To learn more
about the short vowel u and what it sounds like, we are going to
watch a short video. Make sure you are listening for what the

short vowel u sounds like. To start, does anyone know what the
short vowel u sounds like? We heard it in the video. Great Job
Jimmy. I like how you made the sound that you heard in the
video. We saw some words that had a short u vowel in the video,
but now we are going to work together as a group to come up
with some words that have the short vowel u.
Learning Design
The teacher will model first by writing a few short vowel u words
down on the dry erase boards and reading them putting
emphasis on the vowel sound. As a group, the students will call
out different words that have the short vowel u and the teacher
will write them on a dry erase board. The teacher will have
pictures of some of the words that she is looking for incase the
students are having trouble thinking of words and need more
prompting. After the students have practiced, the teacher will
allow the students to come up with some words on their own that
have the short vowel u. If the students need a little more help,
they will be given an adapted paper that has pictures of the
words the students are supposed to write. If the students are not
going to write, they will be separately asked to repeat the objects
to the teacher that they see in the pictures.
I am going to start, by writing a word that I know of that contains
the short vowel u. (teacher writes bus up on the board). Lets all
read this word together. Bus. Now it is your turn to come up with
some words. Raise your hand if you can think of a word that has
the short vowel u in it. Teacher calls on a few students and writes
words up on the Promethean board. If the students arent
participating she will call on some of them. If they need more
prompting, she will show a picture of the word she is looking for.
Can anyone think of any more words? What about you C, what is
this a picture of? Great job, mud. J, tell me what this is a picture
of. Exactly the sun. I love how well you all participated. Now that
we have all worked together to create words with the short
vowel u, we are going to individually complete a worksheet using
some of the words we just talked about and wrote up on the
board. I am going to pass out the papers and I want everyone to
get a pencil out and write their names at the top of the page.
After you have done that put you pencils down and look up at
me, so that I know you are ready. Okay, it looks like we are all
ready. Listen carefully, so that you know what to do. First, you
are going to complete the missing words by writing the missing
consonant in the space provided. (the teacher shows an example
of this up on the Promethean board). Next you are going to come
up with four words that have a short vowel u and write them
down on the spaces provided right here. For some of you, I will

let you tell me these words. These words that you come up with
can be ones that we have already talked about today, but they
need to be different than the ones up at the top of the page in
part a. Are there any questions before you start? Okay get to
work and remember that there shouldnt be any talking because
this is independent work.
For closure, the teacher will have the students tell her what
sound the short vowel u sound makes. She will collect the
assessment worksheets and then get the students to share a
word that they created on their worksheet that contains the short
vowel u. When you are done working, put your pencils down.
Great job everyone. You completed that quickly. Again all
together what sound does the short vowel u make? Great.
Ughhhh. That is the sound. Now for your exit slip, I want each
one of you to tell me a word that you created and put on your
assessment. Oh wow, thats a great word that we havent even
talked about yet today. You guys are so smart. That is all I have
for us to do today. I am going to come around and collect your
worksheets, and you all can have 15 minutes of free time.

Content and Resources

Promethean Board
Short vowel u YouTube Video
Computer
Pencils
Short vowel u notecards/corresponding pictures
Short vowel u Assessment Sheet
A list of short vowel u words that the teacher will use to prompt
students
Plans for Individualized learners
I will make sure that I call on student J and let him participate, so
that he doesnt get upset.
I will call on student S and C to share since they are quieter
students.
I will move around the room during the teaching portion, so that
all students can see the prompting note cards.
I will make sure that students CC and J are not distracting each
other during the lesson.
Extensions
I will have students who can create new words easily work on
creating rhyming words that correspond to the words they

created. They will work on grouping word cards into different

word families.
I will have other students use the letter cubes to create words
and sound them out.
For the students that really grasp the concept, we will work on
distinguishing between words that have the short vowel u and
words that have the long vowel u.

Accommodations and Modifications

There will be two different assessment sheets for the students at
different levels. One assessment sheet has no pictures and the
other has pictures with each section to help prompt the students
to create the words or fill in the missing consonants. (C will have
one with pictures)
For students who have difficulty writing, they will be able to say
the answers to the teacher.
CD and J will start with the assessment with no pictures and if
they have trouble they will be given the one with pictures)
Some students will have the directions reread to them.
C and J will have extra time to complete the activity.
Data Analysis
4/5 Students met the criteria of 75% on all the objectives. The
student that did not meet the evaluation was student C. He had
a lot of trouble o n the back page of the assessment where you
had to write down the objects in the pictures.
Two of my students put a k where a g should have been when
labeling gum. This makes me think that they probably copied
each others work since they sit right next to each other.
I had to give 2 of my students the assessment with pictures.
This concept will be reiterated throughout the rest of the week
through more instruction.
Reflection on Instructional Design
This lesson focuses on the ability to understand the short vowel u
and the ability to create words that contain the short vowel u.
Students are expected to create words that contain the short
vowel u and are real words
The students really enjoyed the engagement video because they
liked singing along to it.
The students also did a great job coming up with short vowel u
words on the board.

I wished that the Promethean board had been working because I

think that would have enhanced learning and they could have
seen the words better.
I dont think that I should have let them go use the computers or
Ipad when they had finished their assessment because it
enhanced the frustration levels for students who took longer to
finish the assessment