I.               OVERVIEW OF THE LESSON

A.   November 19, 2010

B.    30 minutes

C.    Whole group

D.   Letter a vowel sounds (distinguishing difference between long and short)

E.    3rd grade learning support

F.    Heather Geiger

 

II.             PENNSYLVANIA STATE STANDARDS

A.   1.1.K.B: Employ word recognition techniques: Demonstrate phonological awareness through the segmenting and blending of phonemes

 

III.           GENERAL OBJECTIVE

A.   Students will understand the difference between long and short a vowel sounds

 

IV.           BEHAVIORAL OBJECTIVES

A.   After reading Officer Buckle and Gloria by Peggy Rathmann, students will understand the difference between long a and short a vowel sounds.

B.    Students will manipulate puzzle pieces together according to the vowel sound in the word

 

V.             INSTRUCTIONAL MATERIALS

A.   Officer Buckle and Gloria by Peggy Rathmann

B.    Vowel puzzle pieces (teacher made)

C.    White boards

D.   Dry erase markers

E.    Highlighter tape (prior to lesson to highlight words in text)

 

VI.           ACTIVITY AND PROCEDURE

A.   MOTIVATION AND INTRODUCTION

1.     Students will hear the book Officer Buckle and Gloria

2.     After completing the reading of the book, students will begin to discuss the vowel sounds in the highlighted words in the text.

3.     Students will then use white boards to separate the different sounds in the words (ex: make = long a, dad = short a)

4.     Students will then put puzzle pieces together based on the vowel sound in the word.

B.    DEVELOPMENT

1.     After students hear the book, we will begin discussing the different sounds in the words that contain the vowel a.

2.     Students will separate their white boards into two columns, one side being used for short a, the other for long a.

3.     In hearing the different words that are highlighted in the text, students will decide if it has a short a sound or a long a sound and place it in the correct column.

C.    STRATEGIES FOR DIVERSE LEARNERS

1.     The teachers will call upon students for participation (universal design).

2.     The teacher will model examples of the tasks (universal design).

3.     The teachers will provide personal scaffolding for children with speech or reading diversities.

D.   SUMARY AND CLOSURE

1.     Once students show understanding of the different vowel sounds the letter a can make, students will begin putting puzzle pieces together.

2.     Students will say their words and their sounds to the teacher when asked which sound the a makes.

 

VII.         EVALUATION

A.   ASSESSMENT

1.     StudentsŐ understanding of the long a and short a vowel sounds will be determined by their ability to separate them in the two columns and also by their ability to correctly connect the puzzle pieces together.

 

 

literacy.htm