Bridgewater College Education Department Lesson Plan Date: April 8, 2013 Subject Area(s): English VA SOL: 1.

6 f Title of Lesson: Vowel Patterns Grade Level(s): First 1.6 The student will apply phonetic principles to read and spell. f. Use word patterns to decode unfamiliar words. Name: Hannah Garling

Content Objective(s): 1. The students will be able to correctly identify vowel patterns in a fictional text. 2. The students will be able to correctly identify which vowel patterns warrant either a short or long vowel sound. 3. The students will be able to demonstrate their knowledge of vowel patterns by sorting words into short vowel sounds and long vowel sounds pockets. 4. The students will be able to demonstrate their knowledge of vowel patterns by reading aloud a sentence with unfamiliar words. IEP Goal/Objective: N/A Accommodations/ Differentiation Summative Assessment (based on objectives): In order to achieve the objectives, each student will be able to: 1. identify one vowel pattern and whether it warrants a long or short sound 2. identify one vowel pattern in context of the book Theres a Wocket in my Pocket 3. correctly separate words based on their vowel sounds into long or short pockets 4.correctly read a sentence with unfamiliar words with knowledge of vowel patterns Materials: Seuss, D. (1974). There's a Wocket in my Pocket. New York, NY: Random House. (BL: 2.1) Vowel Patterns handout (one for table, created by teacher) 2 pockets for each student made out of construction paper, one labeled Long and the other Short 10 words for each student, one example of a long vowel sound and short vowel sound for each vowel Teacher set of pockets and words 6 Ziploc baggies to separate pockets and words for each student Preparation: Create 2 pockets for each student, labeled Long and Short Create word slips with examples of long and short vowel sounds for each vowel, include pictures of the words, will equal 10 words for each student Separate 2 pockets and the 10 words into Ziploc baggies for each student Integration of Technology: N/A

Accommodations/ Differentiation Anticipatory Set (Focus): N/A

Time Planned

Access/Review Prior Knowledge: N/A

Topic presentation (What will the students be told?): 1. Today we are going to learn about vowel patterns and how each knowing those patterns will help us sound out words because the patterns tell us whether the vowel will make the short sound or the long sound. 2. First, we will learn what the patterns are. There is a handout on the table for you to share. Review handout and give examples of each. Ask students for examples after each pattern is reviewed. 3. Now we will read a few pages from Theres a Wocket in my Pocket to see some vowel patterns in action. 4. Go over title, and ask students which vowel pattern they think these words are following based on how I said them. 5. Read pages (certain, jertain, curtain), (nink, sink), (yot, pot), (nupboards, cupboards) {pages are marked with post-its as there are no page numbers}. Ask students what sounds the vowels are making and which pattern is the rule for those words. Guided Practice: 1. Explain the pocket sorting activity. There are two pockets in your baggies, one is labeled long and the other is labeled short. You are going to take the word slips in your baggie and put them in the correct pocket based on the sound the vowel is making due to the patterns we learned today. The teacher will go through two words, one example of long vowel sound and short vowel sound with the students. Modeling: 1. The teacher will hold up the two labeled pockets. 2. The teacher will pull a word from her baggie and discuss with the students what sound the vowel is making. 3. The teacher will ask the students to determine what pattern is at work with this word. 4. The teacher will place the word in the appropriate pocket. 5. The teacher will repeat for one more word. Guided Practice (cont.)/Formative Assessment: 1. Pass out the Ziploc baggies and ask students to take out their pockets and their word slips. 2. Give the students time to sort their words on their own. 3. Once all the students have sorted all their words, the teacher will go over the words with the group and why they were placed in those pockets. Independent Practice: 1. The students will read aloud a sentence with unfamiliar words that follow the vowel patterns they have learned after they have randomly selected it from the teachers hand. Checking for Understanding (Formative Assessment): 1. The teacher will listen to the students read their sentences and hear if they pronounce the unfamiliar words correctly based upon the vowel patterns they have learned. Closure: N/A