Vowel Sounds Lesson 8

Lesson
Title/Focus

Long U

Subject/Gra
de Level

Grade 2 Language Arts

Unit

Vowel Sounds

Date
Time
Duratio
n
Teache
r

Monday, March 7, 2016

30 minutes (9:15
9:45)
Kirsten Hewitt

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

GLO4: Students will listen, speak, read, write, view, and represent to enhance the
clarity and artistry of communication
4.1 Enhance and improve
Use knowledge of word patterns, word combinations, and parts of
words to learn new words
4.1 Attend to conventions
Use phonic knowledge and skills and visual memory to spell words
of more than one syllable, high frequency irregular words, and
regular plurals in own writing
Use phonic knowledge and skills and visual memory to attempt
spelling of unfamiliar words in own writing

LEARNING OBJECTIVES
Students will:
1. Identify the long u vowel sound
2. Identify long u word families
3. Distinguish the long u vowel sound from the short u vowel sound

ASSESSMENTS
Observations:
Key Questions:

Products/Performa
nces:

Students can identify the long u vowel sound

What is the long u vowel sound?
What are some long u words with a magic e? What are some long
u words with ue? What are some long u words with ui?
Long U highlighted words

LEARNING RESOURCES CONSULTED

Alberta Program of Studies

MATERIALS AND EQUIPMENT

5 short u/ long u word sorts
21 short u/ long u sentences
10 extra short u/ long u sentences

PROCEDURE
Attention Grabber
Learning Target/
Goal
Expectations for
Behaviour

Advance
Organizer/Agenda

Introduction
Write the word long u on the paper pad
Students will identify the long u sound in words

Time
1 minute

On the carpet, students will:

Sit crisscross applesauce
Show full body listening
o Mouths are closed/ silent
o Eyes are facing the front
o Bodies are still
Raise their hand to speak
While working, students will:
Remain on task
Work quietly (voices at a whisper)
Today, students will:
1. Identify the long u vowel sound

Adapted from a template created by Dr. K. Roscoe

Vowel Sounds Lesson 8

Introduction
Activity

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Consolidation of
Learning:

2. Learn long u word families

3. Identify words with a long u sound
4. Distinguish between long u sounds and short u sounds
Ask students, what is the long u vowel sound?
Ask a few students for the sound
Have the class chorally repeat the sound
Body
Long U Word Families
Explain that there are three word families that make
the long u sound
o u-e (u with the magic/ ninja/ silent e)
o ue
o ui
o Write these three word families on the paper
pad
Ask students, what are some long u words with a
magic e? What are some long u words with ue?
What are some long u words with ui?
o Record student responses under the correct
word families
Question & Answer:
Students can come up with long u words
Long U/ Short U Sentences
Have students read sentences and distinguish between
short u and long u vowel sounds
Students will highlight long u words and record them in
their daily five journals

2 minutes
Time
9:17 am

5 minutes

9:22 am
15
minutes

Product:
Students are able to identify long u vowel sounds from
short u vowel sounds
Differentiation:
For lower level readers, have them distinguish between
words instead of sentences
For stronger readers, have an additional set of
sentences for them to work through
Closure
In closure, before students leave for recess, have each one
provide a long u word
Check that students are able to recognize the long u in
words

Adapted from a template created by Dr. K. Roscoe

Time
2 minutes