Phonicvowelsoundshortifinal

Author:MarlaLeland
Datecreated:03/15/20159:07PMEDTDatemodified:04/16/20154:14PMEDT

VITALINFORMATION
TotalNumberofStudents

5students

Area(s)StudentsLiveIn

Petaluma,CA/suburbanarea

Free/ReducedLunch

75%freeandreducedlunch

EthnicityofStudents

3Hispanic/Latino
1White
1Other

EnglishLanguageLearners

Totalof4EnglishLanguageLearners:
3EnglishLanguageLearnerswithCELDTlevelsofintermediateforListeningandSpeaking/Beginnerfor
ReadingandWriting
1EnglishLanguageLearnerCELDTunknown(justtransferredintoResourceRoomformoreintervention)

StudentswithSpecialNeeds

Totalof4studentswithlearningdisabilities(Location:ResourceRoom)
3StudentsdiagnosedwithSpecificLearningDisability(SLD)andOtherHealthImpairments(OHI)
1StudentdiagnosedwithSpecificLearningDisability(SLD)andSpeechandLanguageDisability(SL)

Subject(s)

LanguageArts(English)

TopicorUnitofStudy

Phonicsshortletterisound

Grade/Level

Grade2

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Useourlips,earsandeyestoreadwithaccuracy.Howdoesourmouthmovetomaketheshortvowelisound?What
doestheshortisoundlike?Whatdoesthewordlooklikewithashortvoweli?

LearningOutcome(s)

Understandandpracticetheshortivowelsound

Summary

Reviewandpracticeofshortletterisoundandsightwords.ThesearespecialneedsstudentsinaResourceroomwho
arehavingdifficultyapplyinglettersounds.Thislessonwillbetargetedpracticetohelpthemunderstandtheshortletter
isound.Thelessonwillgoovermouthmovementsonpronouncingtheshorti,practicinghearingtheshortletterisound
andpracticingspellingcommonshortvoweliwordswithlettertiles.

Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade2students:
ContentArea:FoundationalSkills(K5)
Strand:Reading
Domain:PhonicsandWordRecognition
Standard:
3.Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwordsbothinisolationandintext.
Indicator:
a.Distinguishlongandshortvowelswhenreadingregularlyspelledonesyllablewords.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersand
adultsinsmallandlargergroups.

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Comments

ASSESSMENTS
Assessment/Rubrics

Theassessmentsdoneinthislessonwillbeformativeassessmentstocheckforlearningduringthelesson,whichwill
includethefollowing:
StudentParticipationingroupworksoundingouttheshortletteri
Participationandobservationinflyswattergametoevaluatesightwordknowledge
Observationofstudentswhenspellingwords
Participationinpairedactivityofsortingwordpatterns
ExitTicketsubmissionofiwordwithverbalreadingofwordtoassesspronunciation

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

2flyswatters
whiteboard
Lettertiles
exitticketsheet
pencil
ipad
vowelipadapp
vocabularywordsoncards

Comments

IMPLEMENTATION
SequenceofActivities

1)WriteObjectiveandLessonoutlineonthewhiteboard
Objective:Useourlips,earsandeyestoreadwithaccuracy
Warmup:SightwordFlyswattergame
Reviewallshortlettersounds
Makeshortletteriwordswithlettertiles
Sortwordsinletterpatterns
Exitticketwriteawordfromtodayoranotherwordyouknowthathastheshortletterisound
2)Readtheobjectivetoclass
3)Havestudentsstandin2lines.Sightwordswillbelistedonthewhiteboard.Thefirst2studentswillhave
flyswatters.Thestudentswillhavetheirbackstoboard.Theteacherwillsayoneofthewordsontheboard.The
studentswillrepeatthewordandthenturnaroundtotryandfindthewordontheboard.Thefirststudentthatswats
thecorrectwordwins.Thestudentsgivetheflyswattertothenextpairifstudentsandrepeatactivity,untilallthesight
wordshavebeenidentified.
4)Reviewshortvowela,i,o,u,esoundsusingipadwithpictureswithlettersandsound.

a(madeintoapictureofanapple)takeabigbiteoutofanapple
u(Drawau.Put"Hamburgerhelper"glovesoneachupright)Thestrongmansays"uh"whenheliftsthe
weights.
o(insidetheodrawtheinsideofamouth)Thedoctormakesyousay"ahh"
e(lowercurvemadeintoapictureofasmile)ORahandbyyourearEh,whatdidyousay?"Reviewthe
eeesound,byexplainingthatthebottomjawgoesdownlikethebottomopeningofthee.WhenIsaythe
eeesoundIpushdownmychinwithmyfinger.
i(Theiistheupperlip.Drawanoseaboveit)Wrinkleyournoseandsmellsomethingbad!Ick!In
the'iiiiicky"isoundyourcheeksgostraightbacklikethestickofthei,makeyourcheeksgobackanduse
bothfingerstopushyourcheeksbacktowardthebottomsofyourears.Extendtheiiiickysoundasyousay
it.
Sillyisentence:"TheiguanalivesinanickyiglooinItaly."Havestudentssaysentencetogetherand
individually,emphasizingtheibysoundthroughmouthmovements.Studentswilleachhaveaturntouse
ipadandrecitethesillysentence.UsePopsiclestickstoselectstudents.
5)Makewordsusingtheshortivowelwiththelettertiles.ThestudentswillformthewordswiththelettertilesasItell
themthewords.Iwillhelpthemiftheyarehavingdifficultyspellingthewords.IwillalsohavelettertilesthatIwill
model(orifthatdoesnotworkbecauseofspaceIwillwritethewordonthewhiteboard.)Wewillsaythewords
togethersotheycanpracticesoundingouttheshortvoweli(lettersi,g,n,p,r,s,c,k)
Taketwotilesandmakein."Iamgoingintomyhouse."Let'ssayintogether.
Addalettertoittomakethethreeletterwordpin."Mymomusesapintosew".Let'ssaypintogether.
Changeonletterandyoucanchangepintopig."Iwantapigforapet."Let'ssaypigtogether.
Let'smakeonemorethreeletterword,rip."TheriponmypantsgotbiggerwhenIfellontheplayground."Let's
sayriptogether.
Changethelettersandmakethewordsick."MymothersaidIwassickbecauseIhadafever."Let'ssay
sicktogether.
Changethelettersandmakethewordnips."Sometimesaveryyoungpuppynipsatyourfeet."Saytheword
nips.
Nowthisisatrick.Don'taddanylettersanddon'ttakeanyaway.Justswitchthelettersaroundandchangenips
tospin."Icanspinatop."Let'ssayspin.

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Believeitornotyoucanmakeanotherwordwiththesefourletters.Movethelettersaroundagaintochangespin
tosnip."Whenwemakeasmallcut,wesaywesnipit."Saythewordsnip
Thereisactuallyonemorewordyoucanmakewiththesefourletters.Movelettersaroundagaintomakepins.
"Hefoundtwosafetypins."Saypinstogether.
Havethewholegroupreadthroughthewordsonthewhiteboard.Erasewordsforexitticket.
7)Exitticketwriteawordfromtodayoranotherwordyouknowthathastheshortletterisoundandreadthewordto
theteacheruponexit.

GroupingStrategies

Thisisasmallgrouplessonwithfourstudentswithlearningdifficultiesinphonicsanddecoding.Wewillworkinagroup
discussionsettingforpartofthelessontogiveinstructions.
Pairgroupingwillbeusedingamewarmupactivitytohelpthemfeellikepartofateamandgetthemexitedaboutthe
lesson.
Thestudentswillworkindividuallywhenspellingwordswithlettertilessotheteachercanassessiftheyare
understandingthelettervowelassociation.Inadditionthestudentwilleachindividuallywriteashortvoweliword
fortheirexitticketassessment.

DifferentiatedInstruction

Iwilldifferentiateinstructionsbyusingavarietyofstrategiestoengagethestudents.Firstforsoundingoutthevowel
soundswewilluseourmouthasaguide.Showingthemhowtomovetheirmouthstomaketherightsoundforthe
words.ThiswillhelpbothspecialeducationstudentsandEnglishLanguageLearners.
Inadditiontheuseofthelettertileswillhelpthestudentsuseatactilewaytoplaywithwordletters.Thiswillengage
thestudentinhandmovementsandvisualmeans.
Wewillalsosaythewordsaswespellthemfurtherhelpingthemputtogetherthemouthmovement,spelling,tactile
understandingofthewordsandsoundcombinations.
Workinginasmallgroupwillhelpmemonitorthestudentsprocessmorereadily.Iwillbeabletoaddressanydifficulty
inunderstandingwiththestudentsasweworkthrougheachvocabularyword.
Inadditionthestudentswillbeworkinginpairsforpartofthelessonwhichwillgivethemfurtherpeersupportinsorting
wordsandguidanceinsightwordidentificationinthewarmupgame.

Comments

REFLECTIONS
PriortoLesson

Iwillknowthestudentlearningoutcomesweremetmyobservingtheirworkwiththetilesandintheresortingofthe
words.InadditionIwillknowbylisteningtothemsoundingoutthewordstoseeiftheyhaveappliedthemouth
strategyinsoundingoutthewords.Iwillhavethepaperexitticketassessmentwhichwillhelpmedetermineifthe
studentswereontaskduringthelessonandunderstoodthebasiclessoncontent.
Iexpectchallengesinholdingthestudentsattention.Theyareagroupofstudentswithlearningdisabilitieswhichalso
includeshortattentionspans.Iamhopingtokeepthegroupinlineandfocusedonthetasks.Iknowthatthiswill
bedifficultbecauseitisdifficultfortheresourceteachertodoitonaregularbasis,soinevitableitwillbedifficultforme.
Inaddition,Iamexpectingsomedifficultywithkeepingthematerialsorganizedandstraight.Thereisalotofmoving
tilesandswitchingactivitiessotheremightbesomedifficultwithtransitionsforboththestudentsandI.Iwilltryto
makesureIamorganizedandflipfromoneactivitytotheotherwitheasy,makingsuremymaterialsareinorder.For
thestudentsduringthesetransitions,Iwilltrytousetherewardchartsystemtheteacherhasinplacetokeepthe
studentsfocusedduringthetransitions.

PostLesson
Comments

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