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Lesson Plan 2 Long A

This lesson plan is for a 1st grade literacy lesson focused on teaching students the difference between long and short 'a' sounds. The lesson objectives are for students to be able to determine the difference between words with long and short vowels, specifically the letter 'a', and to read words more fluently by understanding long and short vowel pronunciation. The lesson activities include reading poems with long 'a' sounds, sorting word cards into long and short 'a' categories, and reading books that include example words. The teacher will assess whether students can correctly sort words and explain the difference between long and short 'a' sounds.

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2K views6 pages

Lesson Plan 2 Long A

This lesson plan is for a 1st grade literacy lesson focused on teaching students the difference between long and short 'a' sounds. The lesson objectives are for students to be able to determine the difference between words with long and short vowels, specifically the letter 'a', and to read words more fluently by understanding long and short vowel pronunciation. The lesson activities include reading poems with long 'a' sounds, sorting word cards into long and short 'a' categories, and reading books that include example words. The teacher will assess whether students can correctly sort words and explain the difference between long and short 'a' sounds.

Uploaded by

api-264241298
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 6

STEPP Lesson Plan Form

Teacher: Maggie Essig


School:
Odea Elementary School Grade Level: 1st
Literacy

Date: 4/1/15
Content Area:

Title: Long a sorting


of 3

Content Standard(s) addressed by this lesson:


directly from the standard)

Lesson #: 2

(Write Content Standards

Phonics and Word Recognition: Know and apply gradelevel phonics and word
analysis skills in decoding words. (cont.)
Know final e and common vowel team conventions for representing long
vowel sounds.

Understandings: (Big Ideas)


c. Identify the five major vowel sounds, using diacritical markings to determine long
sounds
Understand the difference between short a and long a.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of


instruction, select applicable questions from standard)
Do you know the difference between how the a in these words sound?
What makes them sound different?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: determine the difference between words with long and short vowels
specifically the letter a.

This means: I am able to read words more fluently by understanding how to


pronounce words based on if they have a long or short vowel.

List of Assessments: (Write the number of the learning target associated with
each assessment)
Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Is able to tell the difference between short and long vowels.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Long A
The purpose of this lesson is to help the student better read and
recognize words with a long a.

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they

Ask student what they know about long vowels.


Read the poem Long A with the student:

30 minutes
Materials:
Poggy Frog by Joy Cowley
Biscuits New Trick by Alyssa Satin Capucilli
Long A Poem
Long and short vowel sorting chart with word cards

I am long A I like to play


I run all day
Sometimes I pair with i and y to make train and way
I always say my name when you see _a_e.
I make words like cake and shake- theres not mistake!

1. Running record/familiar reading on Poggy Frog


2. Anticipatory Set teacher input/ modeling (5 min)
3. Go through the book Poggy Frog and point out some words. Talk to
the student about whether they have a long or short A.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form


leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

4. Do sorting activity with words cat, wait, date, call, shake, and ball.
Have the student sort the words onto a chart that has sections for short
A and long A.
5. Review with the student what long and short A means and what
words have which.
6. New book introduction: Introduce the new book Biscuits New Trick
This is a book about a dog named Biscuit that is learning a new trick.
Lets read to find out what trick he is learning and if he can do it. First
there are a few words that I come up a lot that I want to look at first.
The dogs name is Biscuit, can you find his name on the first page?
Sometimes the girl in the book had to tell the dog to wait can you find
this word? Remember what we learned about long A.
Review with the student about what words in the new book had words
with long A in them. Ask the student what he knows about other long
and short vowels. Tell him that we will be working on the other vowels
later.

Modification:
If this activity is too advanced for a child it can be modified by only
sorting four words rather than six. This can also be broken down into
two separate lessons. One can focus on long A when it is next to an i
and another can focus on long A when a word look like -_a_e.
Extension:

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form


This lesson can be extended by adding more words to the pile that the
student must sort. The lesson can also be extended by working on more
than one letter at a time.
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

I will know if the student has met the learning targets if he is able to
sort the words on the chart correctly and if by the end of the lesson is
able to explain the difference between a long a and a short a and knows
what words have long and short a sounds.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Post Lesson Reflection


Strengths of Lesson
The strengths of this lesson is that it by the end of the lesson the
student was able to point out words in the book we read that had short and
long as. He was also able to sort all of the words on the chart correctly.
Weaknesses of Lesson
The weakness of this lesson was that he could have probably learned
more if we had read a different book after the sorting chart that had a bit
more words with as in it. I think I may have underestimated how well he
would catch on to the long versus short vowels.
Challenges of Lesson
The challenges of this lesson were that it was somewhat hard to tell
how much he actually understood about long and short a sounds. When I
asked him at the beginning and end of the lesson what he knew about these
different sounds he seemed to be confused and could not clearly state the
difference however when sorting out words and looking at them from the
book he was able to say which words were long and short sounds. When he
was reading them he still made a few mistakes in pronunciation.
Suggestions for Future Teaching
I think that this student still needs to do some work on long and short
a sounds as well as review long and short sounds for other vowels. I think
that using books with more words with the letter that we are working on
would be helpful. Also, possibly adding more word card for him to sort since
he didnt seem to have any trouble with that. The main goal would be to help
him be able to explain what sounds short and long vowels make and why.

Colorado State University College of Applied Human Sciences

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