Lesson Plan Form

Candidate: Megan Hensiek Subject: ELA Grade level(s): Date: 03/21/2018

Brenda Rocha Second Grade

Standard:
RF.2.3.- Know and apply grade-level phonics and word analysis skills in decoding words.

RF.2.3.A - Distinguish long and short vowels when reading regularly spelled one-syllable words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
Students are learning key terms that will help them attain a better understanding on differentiating the long
and short vowel sounds. Using large cards that display the each vowels, students will then listen to words
and point to the letter card they think the word has. As they are learning, they will be able to apply their
understanding of the sounds to decode words.

II. LEARNING OUTCOME (Objective):

Students will be able to apply grade level phonics and word analysis skills in decoding words. In addition,
students will be able to distinguish long and short vowels when reading by answering each vowel letter card
and singing along to the long vowel song to help them remember.

DOK/Cognitive Rigor Level:

Purpose: Why are students learning this? Why is it important?

It is important for students to learn how to distinguish long and short vowel sounds so that they apply it when
they decode words, which will then make their reading fluent.

Language Demands:
What vocabulary will be learned throughout this lesson?

● long vowel
● short vowel
● breve symbol=a mark (˘) over a vowel to show that it is short (ex. ă, ĕ, ĭ, ŏ, ŭ)
● macron symbol= a mark (-) over a vowel to show that it is long (ex. ā, ē, ī, ō, ū)

III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?

Prior to teaching a lesson on long and short vowels students must build their phonemic awareness with
phoneme isolation. Phonemic awareness is the ability to hear, identify, and manipulate the sounds of the
language. It is important because it is the primary predictor of early reading and spelling skills in kindergarten
through 2nd grade. In this phonemic awareness lesson designed for a second-grade classroom, students
engage in games and chants to recognize the same sounds in different words. Students match objects with the
same beginning or ending sound, identify whether a given sound occurs at the beginning or ending of a word,
and connect phonemes with graphemes. Once students have become familiar with phones, we can begin our
lesson on vowels. Following vowels a lesson that can be implemented may include decoding words with
common prefixes and suffixes. In addition to identifying words with inconsistent but common spelling-sound
correspondences.
IV. INSTRUCTION
A. ENGAGEMENT: ( 3 minutes)
How will you introduce the content and get students interested?
The content will be introduced by asking the students to share with us any knowledge they know about
long and short vowels. With a short YouTube video that will get the students interested. The video itself
has a catchy rhythm in which the students can dance along to.
https://www.youtube.com/watch?v=z8FjkMvbINI

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: Engage/Hook Students (2 minutes)

a. What will the teacher do?
The teacher will ask questions about what the students know about long and short vowels as she sets up the
video and begins to play.
b. What will the students do?
Students will each raise their hand when they are ready to share some things they know about vowels. When
the video begins to play, students will be allowed to get up from their seats and dance to the rhythm of the
song.

Step #2: Letter Cards (Long Vowels) ( 2 minutes)

a. What will the teacher do?
The teacher will display each long vowel letter card with pictures. She will then introduce the key term
“macron” to help them further understand the long vowel sounds. After she has introduced the key term she
will ask students what vowel they hear when she says: baby, beef, mice, go, unicorn. The teacher will also
explain to students that the long vowels say its own name.
b. What will the students do?
Students will reply to the teacher as she asks vowel questions.

Step #3: Practicing on the Board ( 3 minutes)

a. What will the teacher do?
The teacher will draw all vowels on the board (a,e,i,o,u). Then she will call upon students to come up to the
board and draw a straight line (macron) above each vowel/sound they hear. For example, the teacher will
say “A long a sounds like the word grape”. The student will draw a straight line over the a vowel. She will
then do this for each vowel.
b. What will the students do?
Students will go to the board after they are called on by the teacher and write a straight line over the
vowel/sound they hear the teacher say in the word.

Step #4: Letter Cards (Short Vowels) ( 2 minutes)

a. What will the teacher do?
The teacher will conduct the same teaching process as the long vowel. She will display the short vowel letter
cards with pictures as well. She will then introduce the key term “breve” to help them further understand the
long vowel sounds. After she has introduces the key term she will ask students what vowel they hear when she
says: apple, bed, pig, box, mud.
 b. What will the students do?
Students will reply to the teacher as she asks vowel questions.

Step #5: Practicing on the Board ( 3 minutes)

a. What will the teacher do?
The teacher will draw all vowels on the board (a,e,i,o,u). Then she will call upon students to come up to the
board and draw a curved line (breve) above each vowel/sound they hear. For example, the teacher will say
“A short a sounds like the word apple”. The student will draw a straight line over the a vowel. She will then
do this for each vowel.
b. What will the students do?
Students will go to the board after they are called on by the teacher and write a curved line over the
vowel/sound they hear the teacher say in the word.

C. APPLICATION ACTIVITY: ( 10 minutes)

How will students apply what they learned?

Students will be divided into five different groups. Each group will then be assigned a different vowel (A, E,
I, O, and U). Once each group is assigned a different vowel a corresponding worksheet will be distributed to
each group.The students have to work together and identify the short and long vowels. Once each group has
identified the short and long vowels the students will present their completed work to the class.

D. MATERIALS & RESOURCES:

What do you need for the lesson?
● Mobile device
● Internet/Wi-Fi
● Projector
● Speakers
● Letter cards for teaching vowels
● White Board
● White Board Markers/ Eraser
● BINGO Cards
● Beans for BINGO game
● Short/Long Vowel Worksheets ( A, E, I, O, and U)
V. ASSESSMENT STRATEGIES:

Formative:
How will you check for understanding throughout the lesson and monitor progress?

To check for understanding throughout the lesson and monitor progress, asking for a thumbs up or down if
students’ understand the instruction during each task will be necessary. In addition, questions will
employed to ensure students are comprehending the lesson. For instance, “ Turn to your elbow partner and
explain what the next step is...”. As students talk to their elbow partners we will be able to identify students
who are confused or need additional support.

Summative:
How will you know if they mastered the standard?

To tell if students have mastered the content we will ask students to; tell us the vowels, identify the short and
long sounds of the given vowels, and provide examples of short and long vowels. This will allow us to assess
students' understanding based on their answers.

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

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)

To provide equal access for emerging bilingual students or students with special needs the lesson will contain
different modalities for teaching. For instance, videos and images will be used to support emerging bilingual
students. Coupled with different teaching strategies that adhere to each type of learner whether they are
auditory, kinesthetic, or visual. For instance, by showing a video, images, and writing on the board,
displaying cards this will help with the visual learners. Whereas, playing a physical game such as BINGO
will help support kinesthetic learners. Lastly, repeating instruction multiple times and clarifying each task will
support students who are auditory learners. These modalities will ensure students with special needs are
supported.

How will differentiate for struggling students and high achievers? (Modification)

For students above level, you can assign two or more worksheets for them to work on individually or they
may assist in helping their peers who are struggling. For students below level, you can give them one-on-one
assistance instead of having them work on their own or in groups.

VII. CLOSURE: (10 minutes)

How will you conclude the lesson?
The lesson will be concluded with a BINGO game. Each student will have a different version of a BINGO
card which will include both long and short vowel words. As we call out the playing cards, students will
identify and mark with a bean the word they heard us call out. We will play this about three times. Each
winner will be rewarded with incentives (ex. stickers, erasers, pencils).

BINGO Game
c. What will the teacher do?
The teacher will transition to a fun and inclusive game. She will explain to the students how the BINGO game
will be played. First, she will pass out different BINGO cards to the students, then give each student about 10
beans. The teacher will have her own set of cards she will call out. She will then check for accuracy when the
students calls out “BINGO”.
d. What will the students do?
Students will be able to apply their knowledge on short and long vowel sounds. They will listen carefully as
the teacher calls out words from her set of cards. Students will look at their own playing card and look for
each word the teacher calls out. If they have the word in their card, they will mark it with a bean. If they do
not have the word on their card then they will just listen for the next word and so forth. In order for the
student to call “BINGO” he or she must have each part of their card marked with beans. If the student is
accurate, the teacher will reward he/she. This will be played three times.