Assignment #3: Collaborative Planning

Submitted By: Cindy Gumm

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

Lesson Title: Long Vowel //a-e Trophies Teacher Edition: Time Together- Theme 5 (1-4) Lesson 2 Trophies Story: Me on the Map

Submitted By: Cindy Gumm T.Ed Pages: 36Q-36R CCSS: RF.1.2a

A. Summary of the Lesson Plan: In this lesson plan we will blend sounds into words & read and write spelling words. This lesson will take 45-55 minutes. 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 Pgs. 36Q-36R Me on the Map Letter Cards Pocket Chart Writing Journal Pencil Student Workbook 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 Recognize Short Vowel

Student-Friendly Learning Targets Student Knowledge Targets: I know vowels have different sounds. I can recognize short vowel sounds. I can recognize long vowel sounds.
EDRL 442 - Fall 2013 Assignment #3 Page 2

Lesson Title: Long Vowel //a-e Trophies Teacher Edition: Time Together- Theme 5 (1-4) Lesson 2 Trophies Story: Me on the Map

Submitted By: Cindy Gumm T.Ed Pages: 36Q-36R CCSS: RF.1.2a

Student Reasoning Targets: I can identify the vowel sound in a word. Student-Friendly Vocabulary I know long vowel and short vowel sounds. I know that adding an e at the end of a word changes to long vowel // I know that changing consonants in a word can make different words.

E. Procedure: 1. I will review yesterdays instruction, modeling the /a/ sound as in at and the //a-e sound as in ate. I will then ask the students what we did to the word to make the letter a go from the short vowel to long vowel sound. 2. As a class we will review the words we learned yesterday. Came Game Gate Late Lake Take 3. Using the letter cards, I will place the word came into the pocket chart. I will ask the students what the final e tells them about the sound for a. Remind students that the e is silent but that it is their clue that the e will probably make the letter a a long vowel sound. 4. I will then run my finger underneath the word and at the same time exaggerate the long // sound, /Kkaamm/. Have the children repeat it with the same exaggeration. Then say the word normally, came and have the children repeat it normally. Repeat process with words gate and lake Put the remaining consonants in the pocket chart below the three words 5. With the three words in the pocket chart and the remaining consonants underneath, ask for volunteers or select a student that you really want to check for understanding and ask which letter they would change to make the word came to game. Repeat process for the other two words also. 6. On the board, write out the following sentences: I came late to the game. Did you know that the gate was locked? Take the bus to the lake. Come with me. My feet are also big.
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Lesson Title: Long Vowel //a-e Trophies Teacher Edition: Time Together- Theme 5 (1-4) Lesson 2 Trophies Story: Me on the Map

Submitted By: Cindy Gumm T.Ed Pages: 36Q-36R CCSS: RF.1.2a

Have the students read each sentence aloud as you are pointing to the words. Model if you need to but have them repeat after you model. 7. Have the students take out their journals and a pencil. Dictate the following words and have them write in their journal. Leave all the words and sentences up for them to look at if they need them. Came Late Game Feet Know Also Do a spot check and assist as needed. F. Closure: I will assign pg. 19 of their workbook to do independently in class. I will model by choosing the wrong word in the first sentence to see if students pick up on the concept. G. Assessment: Assessment Tool After students have completed pg. 19, we will go over together in class and I will call on those students who I suspect may need a bit more remediation. I will further ask the students why a certain word does not belong in a certain place. What Is Being Assessed? The completed worksheet will tell me if the student understands the use of proper words in the proper sentence structure. In addition, as they read the sentence back to me I will be able to assess whether they are using the long /a/ vowel sound properly. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think making different words by changing out the consonants will be the easiest to teach because the students like to play games and I believe this really works their metacognition without them even realizing it. In other words, it wont seem like work to them. Which part of the lesson do you think will be the most challenging to teach? I think the most challenging to teach would be the dictation. Just because everyones handwriting is so different at this age and the time I will allow may not be enough for some of the students. If that is the case, I will have to continue with the lesson plan as timed and know that I will have to work with those students who did not finish more closely. If the majority of students do not finish then that will tell me I need to make adjustments to my lesson plan.
EDRL 442 - Fall 2013 Assignment #3 Page 4

Lesson Title: Long Vowel //a-e Trophies Teacher Edition: Time Together- Theme 5 (1-4) Lesson 2 Trophies Story: Me on the Map

Submitted By: Cindy Gumm T.Ed Pages: 36Q-36R CCSS: RF.1.2a

What lesson or concept should be taught prior to this lesson? I believe letter sounds and vowel sounds should definitely have been taught prior to this lesson. I also believe they should have been introduced to CVC words. How will you follow up or extend this lesson? I could extend this lesson by doing more words with the letter cards in the pocket chart, and asking the students to make up new words. I would take CVC words like cat and mat and ask them what letter they would add to the end of the word to change the short vowel sound into the long vowel sound. I will also extend this lesson by applying //a-e to phonic works and by continuing to teach word building with //a-e throughout the week. During independent reading time, I will ask students if they can find words that have the long a //a-e sound. What will you do for students who dont grasp the concepts? If students are not grasping this concept I will remediate with them in smaller groups. I would re-teach what had already been taught in the hopes small group instruction will do the trick. If one or two students, are still not grasping the concept, I may have to suggest an intervention by having someone observe the student for possible developmental delays. If there is a large group of students, I may ask that I be observed. Perhaps, it is something in my teaching that I can correct or change. Which part of the lesson, if any, do you think might need to change? I think the lesson plan is on target with what I am teaching. I wont know if there needs to be any changes until I can see if there is a large remediation group or not. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson plan was writing down the procedures from the perspective that if someone had to take over for you, it would be easy to understand. It is difficult to write like that. I tend to want to just write bullet points that will remind me of what I need to do. I have to constantly remind myself to write as though someone else is going to teach from my lesson plan.

EDRL 442 - Fall 2013

Assignment #3

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Lesson Title: Long Vowel //a-e Trophies Teacher Edition: Time Together- Theme 5 (1-4) Lesson 2 Trophies Story: Me on the Map

Submitted By: Cindy Gumm T.Ed Pages: 36Q-36R CCSS: RF.1.2a

EDRL 442 - Fall 2013

Assignment #3

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Lesson Title: Long Vowel //a-e Trophies Teacher Edition: Time Together- Theme 5 (1-4) Lesson 2 Trophies Story: Me on the Map

Submitted By: Cindy Gumm T.Ed Pages: 36Q-36R CCSS: RF.1.2a

EDRL 442 - Fall 2013

Assignment #3

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