Week 6: Lesson 1

This is a a lesson prepared based on my assessment of a first -grader who had difficulty with short-vowel sounds. This is a review of the concept, which include activities for her to practice and review.

Candidate’s Name: Gitel Itzkowitz

Grade Level: K-1^st Grade

Title of the lesson: Short Vowel Sounds Review

Length of the lesson: 1-2 class periods

Central focus of the lesson: This lesson focuses on reviewing short-vowel sounds and patterns and how they affect the sound of a word when placed alongside consonants. This lesson should be implemented after students have already earned vowel sounds and before they’ve moved onto long vowel sounds. This lesson will help assess students overall comprehension of this concept and will apply their new-found knowledge in reading and word-construction activities.

Knowledge of students to inform teaching: Students need to have prior knowledge and understanding of letters and letter-sound correspondence, phonemic awareness, and familiarities with consonant sounds and have basic familiarity with short-vowel sounds.

Common Core State Standards: Common Core Learning Standards for ELA and Literacy) Kindergartners: Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. a)    Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b)    Associate the long and short sounds with common spellings (graphemes) for the five major vowels. d)    Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Support literacy development through language: ●      Student will recognize and discriminate short vowels as they read various  words, both written and oral words. ●      Students will read the words provided and construct words as well to complete games and activities incorporated in this lesson. Vocabulary ·       Vowel; consonant; short vowel sound

Learning objectives: 1.     Will know the spelling-sound correspondences for all short vowel sounds. 2.     Will decode regularly spelled CVC words. 3.     Will read and write grade-appropriate CVC words.

Formal and informal assessment Students will complete the various computer-based activities and will be assessed based on their participation and successful completion of the activities. They will have to recognize the short vowel sounds and letters and use in correct context when constructing words. They will demonstrate comprehension of the purpose of short-vowel sounds through oral discussion, class participation, and activity completion.

Instructional procedure ·       First, students would watch a clip reviewing the vowel sounds and class participation and discussion, including choral sounding out activity would ensure throughout. ·       Discuss what is a vowel and what is its purpose. Remind and review what is a consonant and what is its purpose. ·       Sentence strips will be used to write the words being sounded out as students identify what short vowel is being used. Line up the words on the board and create a word wall sorted into their respective short vowel categories (all ‘a’ words in one column and so on) practice sounding out again as a review if necessary. ·       Once the choral reading (and rereading) is done, have students set up at their individual computers with Internet capabilities and complete the activities posted in resources. For those who may need extra assistance, to be available to them and ensure they understand the task at hand. Adjust levels of the game accordingly. ·       Once the games are completed review and discuss what they just did and what they thought or found easy/difficult and construct a few more short vowel CVC words for word wall as final review.

Instructional resources and materials used : ·       Use following link as follow-up activity and review: http://www.readwritethink.org/files/resources/interactives/picturematch/ ·       Sentence strips (for word wall) ·       SMARTBoard –present http://www.youtube.com/watch?v=ckGfb4ZLV5M  at beginning of lesson ·       Use the following link and adjust according to student’s current level: http://www.readwritethink.org/files/resources/interactives/puzzlemewords/ ·       Computers with Internet capabilities

Reflection I find that very visual and active learning generally involve the entire class, especially when it’s exciting and involves computer gaming. What’s great about gaming and activities is that, in this case, they are adjustable and can go from one level to the next. Any student who may need support will receive additional assistance and instruction where and when necessary. I find that implementing videos and audio does support learning for the whole class and will add to a wholesome review of short vowel CVC words. Especially regarding accommodations, implementing technology allows for more adjusting and individual learning such as sound can be higher or lowered to help with hearing, screens can be zoomed in and out to help with visual and generally, technology can be accessible from almost anywhere. I would change up any lesson by adding a fun activity as a review and follow-up so the students enjoy while I gain valuable and informative information regarding students comprehension of the lesson.

Dr. Hui-Yin Hsu Spring 2014