Long Vowel:||o-e, long vowel sound of o.

Submitted By: Diana Glover

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: ||o-e, long vowel sound of o Trophies Teacher Edition: Time Together- Theme 5 (1-4) lesson 8 Trophies Story: Busy Buzzy Bee

Submitted By: Diana Glover T.Ed Pages: 216I-216k CCSS: RF.1.2a

A. Summary of the Lesson Plan: This lesson will introduce students to the long vowel sound of o. The lesson is an activity for the Trophies story Busy Buzzy Bee, and should take about 30 minutes to complete. B. Student Population: Grade Level: First grade

Skill Level: On-level, introducing. Groupings: Whole group (direct instruction, modeling, and closure), independent
(practice and assessment) C. Materials: Trophies T Ed 1-4 (Time Together) page 216i to 216k Busy Buzzy Bee" White board(s), markers, and erasers Pocket chart, and letter cards

Paper Pencils/markers/crayons Pre-written index cards Students practice book. Pg 63 (see attached) Additional worksheet (see attached)

D. Objectives: Common Core State Standard RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words Learning Targets Knowledge Targets: Students must recognize long vowel sounds. Reasoning Targets: Students must isolate the vowel sound in a word Vocabulary Different Long Short Recognize Vowel

Student-Friendly Learning Targets Student Knowledge Targets: I can recognize long vowel sounds. I know vowels have different sounds. Student Reasoning Targets: I can identify the vowel sound in a word.

EDRL 442 - Fall 2013

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Lesson Title: ||o-e, long vowel sound of o Trophies Teacher Edition: Time Together- Theme 5 (1-4) lesson 8 Trophies Story: Busy Buzzy Bee

Submitted By: Diana Glover T.Ed Pages: 216I-216k CCSS: RF.1.2a

Student-Friendly Vocabulary I can recognize that a, e, i, o, u are vowels, and there are long and short vowels. I know some different and long vowels are; long a (//a-e), long i (//i-e) and long o (//oa, ow).

E. Procedure: 1. As a class we will review //oa, ow. I will write the following words on the white board and have students read them. Boat. Soap. Low. Grow. Goal. Mow Goat. Snow Pg 216i a.) I will then ask for volunteers to come up and underline the letter pairs that stand for the long o sound. Boat. Soap. Low. Grow. Goal. Mow Goat. Snow. 2. I will then inform students that they will be learning a new letter combination that stands for the long o sound. //o-e. Pg 216i a.) I will write the following words on the board and underline the letter pairs that stand for the long o sound. Road. Rode. Shown, Shone. Rows. Rose. b.) I will read road and rode aloud and elicit that the words sound the same. I will point out the spelling pattern in rode is: consonant-vowel-consonant-final e. c.) I will explain that words with this pattern, the o often stands for the long o sound and the final e does not stand for any sound. d.) I will then read rode, shone, and rose again and point out the o-e pattern. 3. I will have students (try and) give me examples of the o-e pattern and write their example(s) on the board. 4. I will then use the pocket chart and letter cards to build words, while students use their white boards and markers to do the same. Pg 216i a.) I will build the word note and ask the students to look at the pattern. b.) I will ask the students what the letter pattern tells them about the vowel sound. The o probably stands for // and the e does not stand for any sound. c.) I will have the students blend the sounds to read the word. We will then continue with these words: nose, hose, hope, rope, and role. 5. I will then place the letter b in the pocket chart and have the students mimic the same on their boards. And repeat for letters o, n, and e. I will model how to blend the word bone by sliding my hand/finger under the letters as I slowly elongate the sounds /bbnn/. I will then read the word normally-bone, and have the students do the same. Pg 216j A.) I will then have students build and read new words by telling them: a.) Change the b to c. What word did we make? Cone b.) Change the n to d. What word did we make? Code c.) Change the c to r. What word did we make? Rode d.) Change the d to s. What word did we make? Rose e.) Change the r to th. What word did we make? Those

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Lesson Title: ||o-e, long vowel sound of o Trophies Teacher Edition: Time Together- Theme 5 (1-4) lesson 8 Trophies Story: Busy Buzzy Bee

Submitted By: Diana Glover T.Ed Pages: 216I-216k CCSS: RF.1.2a

6. I will then go over words that have the long o (//o-e) sound, and ask students if they can give me words that have the long o (//o-e) sound. Road, rode, shown, shone, rows, rose, bone, cone, code, rode, rose, those, (& any other words students give.) 7. Pretest spelling. Pg 216k A.) Students will now get out a piece of paper and pencil for pretest. B.) I will read aloud the first word along with the Dictation sentence. I will repeat the word as students write it. I then will write the correct spelling on the board and have students, on their paper, circle the word if they have spelled it correctly and write it correctly if they have not. Repeat for words b-j. a.) Bone. Did your dog find a bone? b.) Cone. Put some ice cream in the cone. c.) Code. Your zip code is the same as mine. d.) Rode. The cowhands rode horses. e.) Rose. Jenna planted a rose bush. f.) Those. Those books are from my school. Review g.) My. My friends met me at the park. h.) Try. The bee will try to find a flower. High-frequency i.) Again. May I hold the baby again? j.) Blue. My new gym shoes are bright blue. 8. After collecting pretests, I will use the pocket chart again. I will place index cards with the headings one, -ode, -ose, and y at the top part of the pocket chart. I will already have pre-written index cards with the words: bone, cone, code, rode, rose, rode, my, try, again, and blue. I will display index cards (mixed up) and ask, Which word ends with one? Which words end with ode? Which words end with ose? Which words end with y? Then I will place the words in the correct columns as students direct. I will then ask, Why dont the words again and blue fit into any of the columns? (They do not follow the same patterns as the other words.) Students will then read the words in the pocket chart aloud together. 9. Worksheets: (pretest spelling words and pocket chart will remain visible if any students need a reference.) a.) Students will do pg 63 from their practice book. (Students may use crayons/markers to complete.) b.) Students will do an additional worksheet provided by myself. (Students may use crayons/markers to complete.) 10. If the students do not finish during this time, they may have an opportunity to complete it later, or at home.

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Lesson Title: ||o-e, long vowel sound of o Trophies Teacher Edition: Time Together- Theme 5 (1-4) lesson 8 Trophies Story: Busy Buzzy Bee

Submitted By: Diana Glover T.Ed Pages: 216I-216k CCSS: RF.1.2a

F. Closure: I will go over the long o (//o-e) sound words (bone, cone, code, rode, rose, those) again, and ask students to give me an example word of the sound. G. Assessment: Assessment Tool Through participating in the pretest, and the worksheets, students will show understanding of the long o (//o-e) sound. There will be no assessment rubric for these assignments. Through pretest and worksheets, I will know which students understand the long o (//o-e) sound and which do not. What Is Being Assessed? By students taking the pretest and completing the worksheets, I will be able to see if they understand the concept/content of the long o (//o-e) sound. H. Reflection& Thoughts: Which part of the lesson do you think will be the most challenging to teach? I think teaching the students the difference of //oa, ow (previously taught) and //o-e (currently being taught) will be the most challenging, because the two sound the same (road/rode, shown/shone, rows/rose) Which part of the lesson do you think will be the easiest to teach? I think once students get past the initial misunderstanding of how to differentiate between the two sounds, students will catch on and understand the letter/spelling pattern (consonant-vowel-consonant) they will be able to apply their understanding and knowledge. What lesson or concept should be taught prior to this lesson? Students should know the long a (//a-e), long i (//i-e) and long o (//oa, ow). How will you follow up or extend this lesson? I will extend this lesson by applying //o-e to phonic works and by continuing to teach word building with //o-e, and /o/o throughout the week. During independent reading time, I will ask students if they can find any words that have the long o //o-e sound. What will you do for students who dont grasp the concepts? For student(s) who do not grasp the concepts I will; Reteach T Ed. pg. 216i and review - T Ed. pg. 216j, 216k If student(s) still do not seem to grasp the concepts I will use other resources, such as other words, stories, and maybe try and possibly use an internet program that speaks the long o //o-e sound.
EDRL 442 - Fall 2013 Page 5

Lesson Title: ||o-e, long vowel sound of o Trophies Teacher Edition: Time Together- Theme 5 (1-4) lesson 8 Trophies Story: Busy Buzzy Bee

Submitted By: Diana Glover T.Ed Pages: 216I-216k CCSS: RF.1.2a

Which part of the lesson, if any, do you think might need to change? I think maybe the procedures/modeling and application of the long o //o-e sound may need to be changed/altered to fulfill the students understanding and knowledge of the content better. I may also need to add more fun and engaging activities so the students grasp the content at a better level of understanding so they can correctly apply it. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson plan for me, was breaking down the trophies book into teachable procedures of an understanding level of my own, to successfully teach the students the understanding of the long o //o-e sound using the trophies book. It was also somewhat difficult to use the trophies book to plan this lesson, but I think that is because I am unfamiliar with it and do not know how to fully use and incorporate it into lessons to its full potential.

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Lesson Title: ||o-e, long vowel sound of o Trophies Teacher Edition: Time Together- Theme 5 (1-4) lesson 8 Trophies Story: Busy Buzzy Bee

Submitted By: Diana Glover T.Ed Pages: 216I-216k CCSS: RF.1.2a

Student worksheet: I could not save the actual document to this page, so I added the link where I got it. omage wordsearch.pdf http://firstschoolyears.com/literacy/word/phonics/vowels/worksheets/omage%20wordsearch.pdf

Student practice book pg 63 teacher view

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Lesson Title: ||o-e, long vowel sound of o Trophies Teacher Edition: Time Together- Theme 5 (1-4) lesson 8 Trophies Story: Busy Buzzy Bee

Submitted By: Diana Glover T.Ed Pages: 216I-216k CCSS: RF.1.2a

Student practice book pg 63 student view

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