Molloy College 

Division of Education 
Ashley McMenamy   Professor Eckardt 
EDU 332-333 03   November 8, 2018 
Grade: First Topic: R-Controlled Vowels Content Area: Literacy 
 
INSTRUCTIONAL OBJECTIVES (s) ​(Lesson Objective(s)*) 
After a Chalk Talk on the relevancy and importance of syllables and a whole group discussion on 
r-controlled vowels and the Bossy R concept, students will participate in various word work 
activities and complete a “Bossy R” exit ticket, answering 75% of the questions accurately.  
 
NYS STANDARDS AND INDICATORS 
ELA Standard: New York State Next Generation English Language Arts Learning 
Standard 
Foundational Skills 
Phonological Awareness 
1RF2 
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 
Indicator:​ This will be evident when students are determining R-controlled vowels in 
one-syllable words.  
Phonics and Word Recognition 
1RF3e 
Decode two-syllable words following basic patterns by breaking the words into syllables. 
Indicator:​ This will be evident when students are determining R-controlled vowels in 
two-syllable words.  
 
Speaking and Listening Standards 
Comprehension and Collaboration 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
1SL1a 
Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and 
staying on topic. 
Indicator:​ This will be evident when students are working in pairs to decode R-controlled 
vowels.  
 
INSTRUCTIONAL RESOURCES 
● Whiteboard  
● Dry erase markers 
● Index Cards or Cardstock 
● Word/Picture Cards 
● Velcro 
● Markers  
● Scissors 
● R-Controlled Vowels ​PowerPoint Presentation by Ashley McMenamy 
● Tape 
● “Bossy R”​ chart 
● “R-Controlled Vowel Word Sort” ​categorized chart 
● Container or cup 
● “R-Controlled Vowel Patterns Chart” 
● SMART board 
● Poster paper 
● “Circle & Sort” ​activity​ ​poster 
● “Roll, Read, & Draw!” ​worksheet. 
● “Bossy R” ​exit ticket.  
● “Why Are Syllables Important?” ​Chalk Talk poster. 
● Dice 
 
MOTIVATION ​(Engaging the learner(s)*) 
Motivation: ​Students will participate in a Chalk Talk discussion at the whiteboard. Students will 
contribute in the Chalk Talk by answering why learning syllables is important. 
 
DEVELOPMENTAL PROCEDURES 
(including Key Questions) 
1. The teacher will ask students to name the five vowels, A, E, I, O, U to introduce the
concept of “Bossy R” r-controlled vowels as one of the six syllable types. The teacher

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 will demonstrate how the presence of the letter ‘r’ in a word changes the sound of the
vowel that it comes after. ​(Can someone volunteer to pronounce the new word I’ve
written? Do you hear how the ‘r’ changes the vowel sound?)
2. The teacher will refer to the “Bossy R” chart with the five r-controlled vowel patterns (er,
ar, ir, ur, or) and go through the pronunciation of the words listed under each r-controlled
vowel pattern category. Students take turns pronouncing the listed words aloud to the
class. ​(Can anyone identify the five r-controlled vowel patterns? What is an example of
an ‘ar’ r-controlled vowel word?)
3. Students will participate in a Vowel Word Sort. The teacher will put word cards into a
container and have each student take a card from the container to sort on the
“R-Controlled Vowel Patterns Chart.” Students will join in with the teacher in
pronouncing each word after the student has sorted it into its appropriate category. ​(How
is the word pronounced? What made you decide to place your word into the vowel
pattern category that you chose? To which category does the word belong?)
4. Students will volunteer to come up to the whiteboard to identify and underline
r-controlled vowels, read the r-controlled vowels aloud, and then read the whole words
aloud to the class. The teacher will correct any pronunciation mistakes, if any. Students
will volunteer to participate in a “Circle & Sort” activity at the whiteboard in which the
students will read 5 different sentences, circle the r-controlled vowel words in each of the
sentences, and the sort them into the correct vowel pattern category. ​(Can you underline
the r-controlled vowel in the word? How do you say the whole word? How do you
pronounce the r-controlled vowel in the word? To which vowel pattern category does
that word belong?)
5. Students will be split into pairs to work with a partner on the “Roll, Read, & Draw!”
worksheet. During which, the students will take turns rolling 2 dice and finding the sum.
They will then find the word corresponding to that number on their side of the board,
read it aloud, and draw a picture next to the word to show understanding of the word.
The teacher will progress monitor to make sure students are remaining on task and are
grasping the r-controlled vowel concept. ​(What did you draw for that word? Which
r-controlled vowel pattern is that word spelled with?)
6. Students will complete the “Bossy R” exit ticket which asks students to examine each
word to determine which r-controlled vowel (ar, er, ir, or, ur) is needed to spell the word
correctly. Upon completion, students will submit their exit ticket to the teacher to be
assessed. Students are expected to accurately answer 75% of the questions on the exit
ticket.
 
INSTRUCTIONAL STRATEGIES ​(Learning Strategies*) 
Direct Instruction 
Indicator:​ This will be evident when the teacher is educating how when a vowel is directly 
followed by the letter R, the ‘r’ controls or changes the vowel sound. 
Discussion 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Indicator:​ This will be evident when teacher is going over how to pronounce the r-controlled 
vowel words chorally with students.  
Demonstration 
Indicator:​ This will be evident when the teacher demonstrates on the whiteboard how the vowel 
sound changes when the it is directly followed by the letter R. 
 
Partner Work 
Indicator:​ This will be evident when students work in pairs to complete the ​“Roll, Read & 
Draw!” ​worksheet.   
Cooperative Learning 
Indicator:​ This will be evident when students are working together to complete various 
r-controlled vowel and Bossy R word work activities and games.  
 
ADAPTATIONS ​(Exceptionality*) 
Teacher will monitor the student who has trouble focusing and following directions and make 
sure the student is remaining on task.  
 
The student who is an English learner will receive clip art images to correspond with the 
r-controlled vowel words to help them navigate through the r-controlled vowel activities and 
games  
 
The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room 
to be placed away from outdoor distractions such as the window or hallway.   
 
The struggling readers and/or spellers will be placed in a small group to have the words read and 
spelled aloud as they work. 
 
DIFFERENTIATION OF INSTRUCTION 
 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Visual Learners​ will benefit from the clip art images in the r-controlled vowel word work 
activities and games, the illustrations drawn on the charts corresponding to the r-controlled 
vowel words and the teacher modeling explaining how to decode the r-controlled vowels on the 
whiteboard and PowerPoint Presentation. 
 
Kinesthetic Learners​ will benefit from each of the hands-on r-controlled vowel word work 
activities and games throughout the lesson.  
Auditory Learners ​will benefit from the teacher and students repeatedly dictating the 
pronunciations of the r-controlled vowel words.  
 
Struggling Students​ will be given a mini booklet listing words containing r-controlled vowels 
that are categorized by ar, er, ir, or, and ur to assist them in decoding the r-controlled vowels and 
complete the word work activities and games.   
 
Average Students  
Teacher will keep the various r-controlled vowel and Bossy R charts displayed around the room 
for reference while students are working on the r-controlled vowel word work games and 
activities.  
 
Advanced Students ​will be encouraged to brainstorm and come up with as many words that 
contain r-controlled vowels as they can and write original sentences using those words.  
 
ASSESSMENT​ ​(artifacts* and assessment [formal & informal]*) 
 
Informal 
- The teacher will walk around and progress monitor while checking class work. 
Formal 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 - Students will complete the “Bossy R” exit ticket at the end of the lesson, accurately 
answering 75% of the questions, which will be submitted to the teacher for assessment to 
determine if any aspect of the lesson needs to be taught again, modified, or reviewed.  
 
INDEPENDENT PRACTICE 
- Following the “Bossy R” exit ticket, students will independently complete the 
“R-controlled Vowels” worksheet at home for homework, which asks students to match 
the correct words from the r-controlled vowel work bank to the r-controlled vowel pattern 
and then record their answers below. Students will submit this worksheet to the teacher 
the next day for assessment. 
-  
 
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND 
ACADEMIC ENRICHMENT 
 
Direct Teacher Intervention 
Students will work with the teacher or teacher aide to complete the “Spin & Find” worksheet. 
Teacher will read aloud each r-controlled vowel on the spinner and help the student find an 
image in the grid that contains the r-controlled vowel the student’s spin landed on. The teacher 
will chorally pronounce the word with the student and then allow student to color the image on 
the grid. 
 
Academic Enrichment 
Teacher will ask students to go on a Bossy R scavenger hunt to find more r-controlled vowel 
combinations. Students will be given a clipboard and pencil and asked to search through a 
variety of books for r-controlled vowel combinations and record them on their paper. For more 
advanced students, they can sort the words they find into categories of sound such as /air/, /er/, 
/ar/, and /or/. 
 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 
 
 
 
 
 
 
 
 
 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language