Alexandra Romean

Teaching Short-Vowel Discrimination

Rationale:
My reasoning behind coming up with this lesson is because it will
help reinforce different short vowel sounds to students who are in the
Letter Name stage of spelling. Yousef is most definitely not the only
child who is in this stage, because it is normal for children in
Kindergarten to be on this level. This lesson will either help reinforce all
of the vowel sounds for the kids who are advanced, or it will help teach
the students who are struggling in a more fun way. I also picked this
lesson because it has a really good book in the lesson!
Standards:
CCSS.ELA-LITERACY.RF.K.3 Phonics and Word Recognition
Associate the long and short sounds with the common spellings
(graphemes) for the five major vowels.
CCSS.ELA-LITERACY.RF.K.2.A Phonological Awareness
Recognize and produce rhyming words.
CCSS.ELA-LITERACY.RF.K.2.C Phonological Awareness
Blend and segment onsets and rimes of single-syllable spoken
words
Objectives:
Students will be able to discriminate between short u and o
sounds
Students will be able to produce rhyming words when given a
keyword in the word family
Students will be able to blend onsets and rimes aloud to create
words
Procedures:
Beginning:
Begin the lesson by reading Hop on Pop aloud to the students.
After reading the story, ask students what they noticed about the
story. Accept all answers, leading them to the conclusion that the
words in the story rhyme.
During:
Gather the students around the chart they did in a previous class
with op rime words written on it. Read the words aloud with the
students. Discuss the fact that all of the words have the op rime
at the end and that they rhyme.
Present sentence strips. Cover the op rime on all op words:

o We like to h--.
o We like to h-- on t-- of P--.
o St--, you must not h-- on P--.
Tell the students youre going to read the sentences together and
say the op wherever they see the blanks. Have them practice
blending the phonemes together before reading the sentences.
Using a pointer have students volunteer to come up and practice
reading the sentences aloud.
Reread the first four pages of Hop on Pop. Ask students which
words rhyme on these pages (up, pup, cup). Write these words
on a new chart and ask students what they notice about the
words. Bring to their attention that all these words end in up and
ask volunteers to highlight the up rimes.
Present the sentence strips with up words and cover the up rimes
as in the previous exercise:
o P-- in c--.
o P-- on c--.
o C-- on p--.
o C-- on c--.
o 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.
Ask students to match the pictures from the Pup in Cup
worksheet to the corresponding sentences. Pass out the Pup in
Cup worksheet and ask students to cut out each section and glue
onto a piece of paper. Students can practice reading the
sentences aloud with a partner.
After:
Review the previous lessons with students and practice rereading
the sentence strips aloud. You may also want to reread the story.
Divide the students into small groups and give each group a copy
of the Picture Sort hand out. Ask students to cut out the pictures
and name each picture. Then ask the students to sort the
pictures into groups that rhyme and glue the sorter pictures onto
construction paper.
After the groups are finished, regroup and talk about which words
they put together. Display the charts from previous sessions and
ask students which chart each picture would fit on (up or op)
Materials:
Hop On Pop by Dr. Seuss
Sentence strips and pocket chart

Assessments:
Assess students by using their completed Picture Sort handout.
Did they sort the words correctly? Were they able to discriminate
between different rimes? Could they identify which chart each
picture fit with?
Differentiation:
I could differentiate this lesson by doing something similar with
vowel sounds such as a and e. I could also have another follow
up lesson with the students to ensure which students understand
the up and op sounds.
Source:
http://www.readwritethink.org/classroom-resources/lessonplans/teaching-short-vowel-discrimination-113.html