Spring 2016_Phonics/ Word Study

Immersion I Lesson Plan Format

Name: Ami Gabryszewski School: Neeham Elementary
School
Grade Level: 1st Grade Number of Students in Class:
Group lesson of 5+
Unit: Phonics Lesson Duration: 20 minutes
Day, Date, and Time of Lesson: March 20, 2017 11am
1. Objective(s):
By the end of the lesson students will be able to identify the short vowels (a,
e, i, o, u) in words and the sounds that each vowel makes by orally producing
each sound and spelling out words that have the correct short vowel in each
word.
2. Colorado Academic Standards:
Content Area: Reading, Writing, and Communicating
Standard 2: Reading for all purposes
3. Decoding words requires the application of alphabetic principles, letter sounds,
and letter combinations.
a(ii). Decode regularly spelled one-syllable words (CCSS: RF. 1.3b).
a(iv). Use knowledge that every syllable must have a vowel sound to
determine the number of syllables in a printed word (CCSS: RF.1.3d).
3. Learning Target(s):
I can identify the sound that each short vowel makes.
I can sort words with short vowels according to the sound they make.
I can identify and place a short vowel in a word.
4. Assessment:
I will the vowel flashcards as a check for understanding to see that the students
know what each short vowel sound is.
I will use the phonics word game to check and see if students understand short
vowels well enough to be able to add them into a word. Example they would add
short /i/ in between the letters /t/ and /n/.
5. Materials:
Short Vowel Flashcards:

Alphabet magnets.

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Dry erase markers.

Personal white boards.
Pictures of words that have short vowels for students to sort:

A list of words that have short vowels in order to call out consonants so
students can add vowels to in order to make into words:

6. Essential Questions or Big Picture Statement:

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1. What do short vowels look like in words?

2. How can you find a short vowel within in a word?
3. What do short vowels sound like?
7. Introduction/Anticipatory Set: (5 minutes)
In order to hook students in at the beginning of the lesson we will start by playing a
sorting game. There will be pictures laid out on the rug and students will have to
sort them into their correct vowel categories, if the word has a short vowel of a, e, i,
o, or u. We will then go over each word and discuss why each word does or does not
fit the category that it was placed under. I have taken out some of the photos for
them to sort for times sake and so they dont feel so overwhelmed with the activity.
These students do sorting activities a lot so I know theyre capable of it because
they are very comfortable with the activity.
8. ****Step-by-Step Lesson Process:****

Direct Instruction: (10 minutes)

1. The teacher will begin instruction by having the students meet on the carpet in a
circle. Then the teacher will ask, What sound do vowels make? this will create a
small group discussion about what the different vowel sounds are and what vowels
make each of these sounds. (Make sure that students understand the short vowel
sound each vowel makes)
2. The teacher will then present the vowel flashcards one at a time going through
each sound with students. First the teacher is modeling by saying the words then
having the students each say the sound that each short vowel makes (CHECK FOR
UNDERSTANDING). Go through this step at least three times in order to give
students repetition of the short vowels and their sounds.
3. Then write a word on the white board and have students read the word out loud,
example- sad. Then sound out the word by pinching it out so that the students can
hear and say the short /a/ vowel within the word.

Instruction and Activity: (10 minutes)

3. Use MODELING to demonstrate the activity for students, put to consonants on the
white board, like /r/ with a space and then /n/, ask students So what short vowel do
you think could fit in between /r/ and /n/? (put either a short /a/ or a short /u/,
whichever the students suggest first). Then have them read out whatever word that
has been created and give the short vowels sound for the vowel that is in the word.
(Repeat 5-6 times or more if there is enough time)
4. Give instruction for the activity that students will be doing. So now your job is
going to be to grab alphabet letters, a dry erase board, and a dry erase marker.
When I call out the first letter of a word you are going to place that same letter on
your white board. Then the second letter that I call out is going to be the last letter
in your word. Just like the way I wrote the letters on my white board. The last step is
for you to put the short vowel that you think fits the best in between the letters on
your white board to create a real life word. As soon as you have a complete word
with a short vowel you will hold up your white board so that I can see what word you

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have created.
5. (CHECK FOR UNDERSTANDING OF PROCESS) Can I have someone tell me what
your job is going to be during this activity? then call on a student or two to repeat
back what their job during this activity is going to be in order to make sure that they
are clear on the expectations of what they are doing in the activity. Make sure
students are comfortable with their jobs.
6. Have students gather their materials and call out two letters for them to put on
their boards. Then have them add in the short vowel independently. Have students
raise up their boards and show what words they have (ASSESSMENT), than if there
is confusion go over the word and vowel together. Repeat this at least 5 times and
then we will use the words in a sentence so that students can see the real life
application of them. If students create different words use it, as a teaching point to
say Isnt it interesting that you only have to change one letter of a word to make a
new word If students dont want to use the letters allow them to use the dry erase
markers.

Closure: (2-3 minutes)

7. To wrap up the lesson have students meet back up in a circle on the rug and go
through the flash cards one more time so that they can have one last round of
repetition on the sounds that each short vowel makes before the end of the lesson.
Have students popcorn style out different words that include short vowels and then
name each short vowel in the word. Make sure to ask if there are any questions or
confusion before closing up the lesson.

9. Differentiation:
For students whom need extra support provide them with a picture of each word
that you are asking them to spell out with the correct short vowel, use the pictures
from the vowel sort earlier in the lesson. Skim each students work and provide
support wherever they may need it.

For students whom need an extra challenge give them the onset of a word and have
them create the rest of the word, but it has to include a short vowel!! They can
make words that real English words and that have a spelling pattern that creates a
short vowel sound for whatever vowel they chose to add to the word.

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 Spring 2016_Phonics/ Word Study

When I taught this lesson it went well in my opinion, we got to cover all

of the activities and the students understood and met the learning targets

for the lesson. The parts of the lesson that went the smoothest was the

sorting game to introduce short vowels and I believe this was because the

students do sorting games or activities very often with Ms. Beth so I was able

to get them started on that rather quickly. Then the students had a really

solid understanding of the sounds that each short vowel made so I went

through the flashcards a couple of times and they were very clear on each

short vowel and the sounds that they produced. Then as we moved into the

activity where the students were picking the vowel sound out of different

words is where they were beginning to struggle some students were able to

place a short vowel between two consonant to create a word and then I had

two students that just kept getting frustrated with the activity so they shut

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down. This was my biggest challenge in the lesson because I only had 20

minutes to teach this lesson and get through all of the activities so it was

hard to balance teaching and managing this students behavior during the

activities. I decided that the best way to go about it would be to continue on

with the lesson and as I did that the student joined back in with us. The other

part of the lesson that was challenging was that when I gave students the

white boards they just started drawing and it was very difficult to keep them

on task because many were trying to draw pictures of the words instead of

writing the actual word on the board. So my solution was to have students

make the word first and then they could draw a small picture to go along side

the word. There were some difficulties with the lesson but when I taught this

lesson I feel like my teaching went smoother because I was more

comfortable with the students and knew their needs a bit better.

If I was going to teach this lesson again I would change the set up, so I

would split the students into two groups and have them work together to

create the words. I think this would eliminate some of the off task activities

that students were doing. I would make the assignment into like a relay race

where students have to try and create as many words as they can with

different short vowels so that they can see the way changing one letter in a

word can change the word into something completely new. Students would

have to decide if the words they created were real words in order to earn

points for that word. My mentor teacher does a lot of these types of relays

during phonics groups and the students are always on task and focused.

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They enjoy the small competition this activity creates. I would also have

students create a poster from their word sort so that they had something

concrete to refer back to when they were writing or doing another phonics

activity. I wish that I would have had the students create a concrete activities

so that they were interacting with the lesson in a different way then just the

white boards and discussion.

In this lesson I learned that the students that I worked with need hands

on activities to do throughout the lesson to keep them on track and focused.

They were really excited to do a phonics activity and they new the short

vowel sounds but I learned that the difficulty that they have with these

vowels is applying them to words and picking them out of words. This tells

me that these students need more real life application with the short vowels

in order to make them stick and make them memorable and applicable for

students. They really enjoyed learning and were very enthusiastic about the

activities but I felt like I shouldve planned more in for them to be doing and

less for me to discuss with them. Overall I learned that these students thrive

with interactive and hands on activities and they are the most engaged when

they are doing something with the content being taught.

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