Lesson plan

Lesson 1 - Setting Purpose: Vowel Sounds in Print

  • From EL Education Language Arts
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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
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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.