We are moving our free videos to YouTube and retiring student functionality on 7/15. Learn more

Lesson plan

Lesson 1 - Setting Purpose: Vowel Sounds in Print

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags
teaches Common Core State Standards RF.1.3.a http://corestandards.org/ELA-Literacy/RF/1/3/a
teaches Common Core State Standards RF.1.2 http://corestandards.org/ELA-Literacy/RF/1/2
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.1.2.a http://corestandards.org/ELA-Literacy/RF/1/2/a
teaches Common Core State Standards RF.1.3.c http://corestandards.org/ELA-Literacy/RF/1/3/c
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Lesson 1 - Setting Purpose: Vowel Sounds in Print

About this lesson

To learn more about this lesson, read the Lesson 1 Overview found under the Additional Materials tab.

Daily Learning Target: 

  • Opening A: I can identify the vowel sounds in spoken words. 
    • I can listen to several one-syllable words and identify the short or long vowel sound they contain.
  • Work Time A: I can examine the spelling of vowel sounds in a printed word and determine the syllable type (closed, open, or magic “e”). 
    • I can explain that single-vowel letters in one-syllable words usually have short vowel sounds.
    • I can explain that in CVCe (consonant, vowel, consonant, silent “e”), one-syllable words ending in final “e,” the V (vowel) letter usually has a long vowel sound.
    • I can decode a word with a vowel in the middle and a silent “e”at the end.
    • I can identify the five or six types of syllables in written words.
  • Work Time B: I can examine the spelling of vowel sounds in a printed syllable, determine the syllable type, and use that information to combine it with another syllable to make and read a word (real or nonsense). 
    • I can decode a two-syllable word that contains the CVCe vowel pattern.
    • I can decode (read) two-syllable words by thinking about the syllable type.

In Advance

  • Prepare:
    • Enlarged Sound Sort T-chart (on white board or chart paper, “Short” on one side and “Long” on the other).
    • Articulatory Gestures Chart for short vowel sounds (from Grade 1;one for display; optional)
  • Cut apart and fold the single-syllable Closed, Open, and Magic “e” Single-Syllable Word Cards so that the picture shows on one side and the word on the other (to display in Work Time A).
  • Cut apart Build a Word Cards for Work Time B.
  • Gather materials for independent work time (see Differentiated Small Groups).

Vocabulary

  • Lesson- specific: identify, responsibility, syllable, vowel

 Digital Materials Preparation:

  • Prepare to display the lesson or assign it to students before class.
  • For digital assignments, ensure that students have access to a digital device. 

Materials

  • Closed, Open, and Magic “e” Single-Syllable Word Cards
  • Enlarged Sound Sort T-chart (on white board or chart paper; “Short” on one side and “Long” on the other)
  • Articulatory Gestures Chart: /a/, /e/, /i/, /o/, /u/ (optional)
  • Build a Word Cards (one set, for teacher and student use)
  • Tape, magnet, or other material to fasten Closed, Open, and Magic “e” Single-Syllable Word Cards to the Sound Sort T-chart (one for teacher)
  • Optional Cycle 1 Assessment (for use at any point in the cycle; optional)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.