Eden Christian Academy Grade: Kindergarten Date December 34, 2012 *THIS LESSON IS SCHEDULE D TO TAKE AT LEAST TWO

DAYS TO TEACH YouTube Video (ScreencastO-Matic) Standards

1.1.K.B.: Employ word recognition techniques: -Use association strategies to identify letters -Demonstrate phonological awareness through the segmenting and blending of phonemes. 1.1.K.E. Demonstrate accuracy and automaticity in phoneme segmentation, letter naming, lettersound correspondence, and blending (decoding) simple words.

Week of: 12/3-12/7 Teacher: Heidi L. Ptacek Teaching

-Review five vowel sounds -Sing long vowel song (located under Lesson #4 on website under the Lessons tab. -Ask students to brainstorm two words for each vowel that have each short vowel in them. Record their words on the board so they are able to see where the vowel is. -Show Super Silent E portion of YouTube video located again under the Lessons Tab on our website under Lesson #4. -After showing the students this video, complete a few examples on the chalk board with the following words. (Utilize the CD player along with the super silent e to make it more interesting for the students) MAKE MICE TOTE -Read the words together, discussing how you mark the vowel on each word. -Call on four volunteers to come to the front of the room and put on the laminated letter necklaces. -Instruct them to stand in a line to spell the word. (CAKE) (use a dry erase marker) -Show the students how to mark the vowels. Put a line over the A and cross out the e -Read the word together -Repeat with four more students and the word (BIKE) but this time allow a student to come up and

Subject: Phonics Homework Marking vowels homework page. Dec. 3-Mark vowels in five super silent e words. Dec. 4-Mark vowels in five When two vowels go walking the first one does the talking words. Essential Question:
What sound do the long vowels say? What happens when there is an e at the end of a word? What happens when there is a double vowel in the middle of a word?

Objective
SWBAT: 1. Recognize the long vowel sounds of a, e, i, o, and u. vowel sounds. 2. Identify the long vowels (a, e, i, o, u). 3. Produce one long vowel word per long vowel.

Accommodations
Some students could use letter tiles at their seats rather than seeing the words on the board and on the letter necklaces. Students could also have the words copied for them ahead of time on paper so they are able to see them that way. They could also mark the vowels right on the paper. This lesson could be taught in a small group setting or one on one if need be as well.

mark the vowels with the dry erase marker -Complete the lesson with brainstorming super silent e words. -The next day, sing the song again from the YouTube video. -Brainstorm words that have two vowels that are in the middle of the word. Record answers on the board. -Next, show the second portion of the YouTube video When Two Vowels Go Walking, The First One does the Talking -Complete a few samples on the board together as a class. Sing the, When two vowels go walking, the first one days the talking rhyme before marking the vowels. Use the following words on the board: BOAT, RAIN, MEAT -Allow volunteers to come to the front of the room to wear the laminated letter necklaces. Using the dry erase marker, show the students how to mark the vowels: PAIN -Read the word together. Complete two more words in this same fashion using different volunteers each time. SOAP, NEAT -Finish the lesson with brainstorming a few words that follow this rule, recording them on the board.