UDL Lesson Plan: Language Arts

Title: Short-Vowel Discrimination

Author: Haley Siegel
***this lesson is adapted from: Sarah Dennis-Shaw can access at
(http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-short-voweldiscrimination-113.html)
Subject: Language Arts
Grade Level: 2nd Grade
Duration: 60 min
Unit Description: The following lesson will be part of a larger grammar unit. In this lesson
students will just understand and be able to identify words that rhyme and be able to listen to the
sounds and recognize which words sound/look similar to one another.

Lesson Goal:
Students to listen to Hop on Pop
Students to produce words that rhyme in the book
Read sentences strips and filling in the blank words with the op rime.
Conduct Picture sort handout, by working in individually to cut out pictures, labeling
pictures, and grouping them by words that rhyme.
(http://www.readwritethink.org/files/resources/lesson_images/lesson113/sort.pdf)
Assess students by giving them a the Oh Say You Can Rhyme Worksheet
(http://www.seussville.com/activities/OH_SAY_CanYouRhyme_2.pdf)
CCSS For Language Arts
CCSS.ELA-LITERACY.RF.K.2-Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A- Recognize and produce rhyming words.
CCSS.ELA-LITERACY.RF.K.2.B- Count, pronounce, blend, and segment syllables in spoken
words.
CCSS.ELA-LITERACY.RF.K.2.C- Blend and segment onsets and rimes of single-syllable
spoken words.
Big Ideas: Students will understand the meaning of rhyming and will pronounce, blend, and
segment syllables. They will also understand that when words have the same ending they most
likely rhyme and that there are patterns within rhyming.

Barriers: The barriers of this lesson include abstract content that may be difficult for students
with learning distillates. This lesson asks for students to pronounce or blend two sounds together
which can be hard for students who struggle with reading. Also, for students who struggle with
reading taking this patterns integrating them into new rimes or substituting them into new words
may be extremely difficult. Another barrier within this lesson is if students have trouble with
their fine motor skills cutting and gluing can prove to be a challenge.

Method
Anticipatory Set:
To be successful, students need to have some background knowledge on vowel sounds and how
these sounds are pronounced and spelled in new words.
I will have all my students conjugate on the carpet.
Start with asking if students if they know what the word rhyme means and if they can
give me a definition or example. After a few minutes of discussion and me as the teacher
gaining an understanding of where my students knowledge is at.
I will than pull out a series of six words each having a partner rhyme I will than ask my
students which word rhymes with which. (Checkpoint 3.1 Activate or supply background
knowledge) I am going to allow just minimal class discussion and guide this discussion
carefully.
I will than provide my students with the definition of rhyme and vowels and give
examples I will than leave this on the board throughout the whole lesson so students can
refer back (checkpoint 2.1 clarify vocabulary and symbols)
After we spend time on this I will start to explain what we are going to do today in class.
As a class we are going to write out our objectives out on the smart board and do checkins.
I will tell them that today we are going to do a lot of different activities and they need to
be on their best behavior, be respectful of their other classmates, and make sure they all
remain on the green
I will than state: Okay, so by the end of our lesson you are going to be able identify
rhyming words with the same patterns, endings, or sounds you will also be able to
manipulate words and change the words with different letters or blends. All of you on
your own will be bale to match rhyming words and come up with your own. It is
important to establish patterns of similar things in the world! (Checkpoint 6.1 Guide
appropriate goal-setting)
We will get to these goals by working with partners and listening very closely to all the
activities
Introduce and Model New Knowledge
To introduce this concept I will begin by having a read aloud of the book Hop on Pop by
Dr. Seuss. Students are expected to be excited about this since they have read Dr. Suess
books before! I will also provide students with an additional copy of the book so they can
see the words adhering to the different needs within my room. (Checkpoint 1.3 Offer
alternatives for visual information)I will have set questions that I will ask the students

and I will to do so. This will help students understand some of the new knowledge we are
about to get to.
After we read this book I am going to ask the students if they have notices anything
special in this book. I will accept all answers for about 5 minutes and I will lead them to
the conclusion that the words in the story rhyme
I will than underline the op rime and draw students' attention to the fact that both words
end in op. Ask students to think of some other words that rhyme with hop or pop (shop,
stop, cop, mop, flop, crop, sop, top, plop) and add them to the chart paper. Ask students
what they notice about all the rhyming words (they all end in op) and ask volunteers to
come up to the chart to underline all the op rimes.
I will then do a larger group check-in and have the students put their thumbs up, middle,
or down on their understanding of rhyme so! (Checkpoint 6.4 Enhance capacity for
monitoring progress)

Guided Practice:
I am then going to have the students return to their desks to enhance the learning
environment. This enhances their learning environment because sitting at their desk gives
them more space to work in and mentally puts them in the work zone
I will than place the chart from the previous session on the blackboard in front of the
classroom with op rime words written on it. I will read the words aloud and encourage
the students joining in and again discuss the fact that all the words have the op rime at the
end and that they rhyme.
Present the following sentence strips. Cover the op rime on all op words:
We like to h--.
We like to h-- on t-- of P--.
St--, you must not h-- on P--.
I will than tell the students that we are going to read the sentences together and say /op/
wherever they see the blanks. I will have them practice blending the phonemes together
before reading the sentences. Using a pointer, have student volunteers come up and
practice reading the sentences aloud. This will show students how words and letter are
combined, show students similar patters of words that are paired together. This allows
students to see what letters could b paired together to form a word and students will be
able to think of words to rhyme with and look for words that blend. This will give them a
good foundation( Checkpoint 2.2 Clarify syntax and structure)
We will than reread the first four pages of Hop on Pop. I will ask students which words
rhyme on these pages (up, pup, cup). I will then write these words on a new piece of chart
paper and ask students what they notice about the words. This will bring their attention
that all these words end in up and ask volunteers to highlight the up rimes.
I will then Present the sentence strips with up words and cover the up rimes as in the
previous exercise:
P-- in c--.
P--p on c--.
C-- on p--.
C-- on c--.
P-- is --.

Read the sentences aloud, substituting the /up/ rime in the blanks. Have students practice
reading the sentences and blending the phonemes to create words.

Independent Practice:
I will then tell the students that they are going each be receiving a worksheet retrieved
from: http://www.readwritethink.org/files/resources/lesson_images/lesson113/sort.pdf
with six different pictures on it. They will have to identify what each picture is then
match the pictures that rhyme
I will tell them that in order to do this activity they will need the worksheet, scissors, a
glue stick, and a piece of construction paper. (this activity can pose as a barrier to some
students whom have trouble with fine motor skills and since the act of cutting out the
pictures is not a vital part of the assignment for those students I will have the pictures
precut)
I will than dismiss them by rows to get a glue stick, a pair of child friendly scissors, the
worksheet and a piece of construction paper that will all be lined up next to each other in
an assembly line so the students do not get out of hand or loose focus.
I will tell them this is an independent assignment so there should be very little noise but
they can ask their partner a question or raise their hand and ask me.
I will be walking around the classroom peering over the students work to make sure all
of the students are meeting my learning objectives.
I will know if my students are leaning by looking to see if they have matched up all of
the items
For students who writing, cutting and gluing all proves to be a challenge I will have this
activity digitally loaded onto an IPad and they can pair and label the pictures through that
so that they can still benefit 100% from the lesson and not become frustrated with the
minute tasks. Checkpoint 4.1 Vary the methods for response and navigation; Checkpoint
8.2 Vary Demands and resources to optimize challenges)
We will than conjugate back together and quickly go over the correct answers and will
asses any misconceptions at this time.
Assessment:
In order to make sure my students are progressing towards my identifies objectives I will
give them another worksheet which is a bit more difficult than the independent practice
worksheet this is because thy have already had a scaffolding of knowledge
Within the worksheet they will have to finish each word so it rhymes with the one next to
it. Retrieved from http://www.seussville.com/activities/OH_SAY_CanYouRhyme_2.pdf
The students will be given 15 minutes to complete this I will post a timer on the board as
to let students monitor their timing
I will be walking around the classroom to monitor progress and student behavior
I will then collect the worksheets and have the reveal the correct answers to the students
via the smart board.
Wrap Up
In order to wrap up the lesson we will go over what we have learned that day.

We will go back to our objective and I will have a students read it aloud and state
whether they think that we accomplished our objective
I will ask 2 more students the same question
I will than explain what we learned today and tell them that understanding rhymes will
help them become better and faster readers!!

Materials:
Hop on Pop book by Dr.Seuss
Picture sort worksheet Cutting and gluing
Oh Say You Can Rhyme Worksheet
Ipads for students whom need them