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Lesson Plan - LBS 400

Candidate: Subject: ELA Grade level(s): Date: 11/15/17
Eric Galdamez 9-12
Standard: Decoding and Word Recognition

1.14 Match all consonant and short-vowel sounds to appropriate letters.

1.15 Read simple one-syllable and high-frequency words (i.e., sight words)

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will be able to recognize and pronounce words with short vowel sounds.

II. LEARNING OUTCOME (Objective):

Given that the students didnt do well on the Primary Spelling Inventory assessment, I will be teaching
them the short vowel sounds, and in the end, the students will be able to recognize and pronounce short
vowel sounds in a word.

DOK/Cognitive Rigor Level: Level 1. Students will learn how to pronounce short vowel sounds and
recognize them in 3 to 4 letter words.

Language Demands
Students will need to participate by repeated the vowel sounds after me and have to name and sound out
the vowel for every vocabulary word.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): Before this lesson,
students will learn the alphabet and consonants. After this lesson, students learn long vowel sounds.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
The teacher will begin by asking the students if they know their vowels. Then ask if they know how to
pronounce and identify short vowels.

Student friendly objective: By the end of our lesson you should be able to recognize and
pronounce short vowel sounds in 3 to 4 letter words.

Purpose: It is important because vowels are used in everyday language and it the first key components
to learning English.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Intoduction of short vowel sounds.

a. T input Before introducing the vowels, the teacher must explain that there are five vowels in
the alphabet and what makes these five letters different from consonants is that your teeth and
lips are not required to pronounce them.
 a. T model Teacher will then show the students the vowel cards and begin pronouncing them
showing students how teeth and/or lips are used. Teacher will then have students try pronouncing
them.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #2: Short vowel sounds

a. T input Teacher will now explain to the students that we will begin this lesson by sounding out
all the short vowel sounds.
a. T model Teacher will show the short vowel flashcards while saying the letter name and letter
sound and have students repeat.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #3: Words with short vowels

a. T input Teacher will now show picture cards for the words that have short vowel sounds and
say the name of the picture, emphasizing the short vowel sound and have students repeat.
a. T model Teacher will say a/ a/ ant and have students repeat. (do this for each short vowel
sounds)
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #4: Model

a. T input Teacher will now have the student practice identifying the short vowel in the picture
cards with their own set of short vowel cards.
a. T model Teacher will hold up the picture cards and pronounce the word while students look
through their short vowel flashcards and pick up the correct card and hold it up. Teacher will
then hold up the correct flashcard so students can see if they are correct. If they are not correct,
give them time to find the correct card and have them hold it up.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #5: Review

a. T input Teacher will now review all the short vowel sounds
a. T model Teacher will hold up the short vowel flashcards, pronounce them and have students
repeat.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will then complete a short vowel
worksheet to check for individual understanding.

D. MATERIALS & RESOURCES:

Short vowel flash cards (a,e,i,o,u)
Letter flash cards Aa-Zz
Picture cards (ant, cat, egg, bed, igloo, fish, ox, fox, up, bug, etc.)
Closing activity worksheet
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

Summative: At the end of the lesson, students will complete a worksheet that consists of words with
missing vowels.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): If students primary language is not English the teacher will use more visuals to
explain the words and letters. For struggling students the teacher will allow more time for the students and
check for understanding more often. For the overachievers, the teacher will provide more difficult words
with short vowels or words with multiple vowel for students to decipher.