Vowel

Poster Board Lesson Plan

Name: London Sylvestre

Grade Level: Grade 1

Subject: Phonics

Students in my class: General education classroom with 5 students who have LD.

Concept being taught:
I will teach the students how to properly pronounce certain vowel sounds when put
together such as ai, ue, ew and ui. I will also give them examples of words with these
vowel sounds in the middle and we will say them out loud so that they may easily retain the
information.

SPECIFIC OBJECTIVES TO MEET GOALS:
The student will be able to identify words containing our various vowel sounds and
properly pronounce those words.
The student will be able to use these words in sentences that are accurate and make sense.
The student will be able to search through books and identify unknown words with the
same vowel combinations in the word.

COMMON CORE STANDARD GRADE 1:
Phonological Awareness:
CCSS.ELA-LITERACY.RF.1.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

MATERIALS NEEDED:

Poster board, markers, scissors, individual worksheets, easy reading books with site words,
pencils and index cards with site words. ( Materials needed for students with LD: Students
with LD will have easier reading books available if they so chose to take on the challenge of
that job.)

PROCEDURE FOR THE LESSON:

1. The students will be grouped based on ability to work together meaning I will make
groups diverse and full of all different intelligence levels.
2. I will place struggling students with advanced students so that the advanced
students can assist the struggling students in the groups.
3. Each group will be assigned a different set of vowel sounds. Ex. ui
4. The students will each be assigned a different work sheet that will be their duty to
the group to complete for their poster board.
5. The first student known as the detective will walk around the room with their
worksheet and fill in all of the words that contain their letters. (The index cards with
the site words will be hung up in various places around the room for them to find.)

6. The second student will then take the words from the first students worksheet and
chose their favorite one. From that they will write the word on the top of their sheet
and then draw a picture that matches the word.
7. The third student will take the list of words from the first student, pick two of them
and then write them in sentences in their worksheets.
8. The fourth student will then pick a couple books from the book pile and search for
words with their vowel sounds and write them on their worksheet, which is a book
shape. They will then cut out the book.
9. After all members have completed their duties, they will paste all of their
worksheets onto the poster board and write their vowel sound on the top.
10. Then they will draw pictures on the poster board of things that have that vowel
sound.
11. Once the groups have finished, each group will present their findings to the class.


I have chosen this activity because I thought it was a fun way to learn sounds. In
drawing the pictures and writing the sentences, the students will learn more about the
words and remember how to pronounce them. I chose to put them in groups so that they
can learn the value of teamwork and to learn about taking on a role to contribute to
something greater. When they presented to the class, they learned oral pronunciation skills
as well as public speaking skills. There were also various worksheets for the poster board
so that children could apply the words to everyday knowledge in different ways and using
multiple parts of the brain.

ACADEMIC LANGUAGE:

Reading, writing, thinking, drawing and creating. Teaching method: indirect instruction

ASSESSMENT METHODS:

I will look at the poster boards to see if they understood the vowel sounds being applied in
words. I will also watch as they present to the class and make sure that they are properly
pronouncing the words. After they have turned in the poster boards I will examine them to
see how each student fulfilled their duty.

DIFFERENTIATED INSTURCTION:
The students in my classroom whom have learning disabilities will be given the second job
because it would be the easiest for them. They can have another student in the group help
them write out the word on the top of the poster board. Then using, the students drawing
skills and creativity, the student with an LD will draw a picture associated with one of the
words. I think this will be best because it allows the student to pick from a multitude of
words and allows the student to think on their own when drawing a picture. Because they
are drawing a picture the student can be creative and all pictures will be unique to each
individual student. There is also no right or wrong answer when drawing a picture.