VU Student name: Kat Gross Date & Time: Tuesday 10 TBD (25 min.

lesson) Student name: Uriel

Objective: The reader will be able to differentiate between similar long/short vowel word endings. Long vowel focus: /a/
Standard: 2.FL.PWR.3.a Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Assessment: I will monitor Uriel’s progress toward the learning objective by noting how he sorts the pictures and words in the sort activity, how
he spells the words cap and cape in the spelling component of the sort activity, the number of long/short /a/ sound miscues he makes during
reading “Snake and Ape”, how he responds to my prompts after he makes a miscue, and how he responds to the exit ticket questions.
Est.
Lesson Plan # 1 Time
Rationale: Uriel’s difficulty in both reading and writing words containing these elements (long vowel sounds) was present in the n/a
Rationale & text

Phonics and Word Reading Survey, Developmental Spelling Assessment, STEP assessment, CTOPP-2, and QRI-6th Edition. The
text that I will use with Uriel is “Snake and Ape” from ReadingA-Z. This text presents both short and long vowel pattern words
within the context of a predictable text. Additionally, the text has a humorous storyline about animals which Uriel is interested in.
There are some words (jungle, logger, etc.) that are unfamiliar to Uriel but can be inferred using semantic and syntactic clues, which
choice

is another goal of mine for Uriel.

One Letter Makes a Difference Demonstration 3 min.

Show Uriel these sentences and pictures: note how the underlined word changes, what happens to the meaning of the picture? So
this is why it is important that we look really closely at words when we read them… the word we read and the word on the page
could be talking about completely different things, and then we might not understand what we are reading.
Pre-reading

Purpose: The purpose of this small demonstration is to show Uriel that it is important to look closely at the letters in a word because
even the addition of a single e at the end of the word can change the meaning of what is being said entirely. It’s not about the letters,
it’s about the meaning that the letters make.
 Long and Short /a/ Vowel Sort
2 min.
 Brief review of what the long and short vowel sounds are for the letter /a/ (Uriel can differentiate them orally in isolation,
just needs support recognizing which sound to use in when reading whole words). Long vowels say their names, use Orton-
Gillingham hand motion to review short /a/ sound since Uriel is familiar with these tools.
 Introduce sort categories (long /a/, short /a/). Start with picture sorting, focus on phoneme identification. Then move to word 5 min.
sorting. For word sorting, have Uriel first look for magic /e/, then read the words using the long vowel/short vowel sounds,
and finally place them in the correct category.
o Pictures to sort: snack, snake, mat, mate, cap, cape
o Words to sort: rat, rate, mad, made, plan, plane
 Spelling: Have Uriel use his knowledge of long/short /a/ vowel patterns to write the word for the pictures cap/cape. How did 2 min.
you know whether to put an /e/ at the end of the word or not?
Reading &
Activity

Read “Snake and Ape”: Note, we may only get through half of the book in this session but can finish the rest during the next 10
session. min.
 Text orientation: This is a book about two friends named Snake and Ape whose home get threatened when loggers try to cut
down the trees they live in. This book also had a lot of words with long and short /a/ vowel sounds.
 As Uriel reads, note whether he correctly or incorrectly read each of the long/short /a/ words on each page). Twice while
Uriel is reading, have him identify 1 word that has a short /a/ sound and 1 word that has a long /a/ sound on the page.
 If Uriel miscues on a long/short /a/ word, use the following prompt sequence: Does that word make sense in the story? No,
so let’s go back to that word in the text and look closely to see if we can figure out a word that does make sense in the story
using the letters in the word. Let’s first look for that magic /e/ at the end of the word.

Purposes: The sorting activity gives Uriel exposure to short/long /a/ vowel sounds both orally and in print. The sorting activity requires Uriel to
focus closely on both the phonology and orthography of words that have/do not have long /a/ sounds. Then, Uriel gets practices recognizing
these word patterns in the context of a story.
VU Student name: Kat Gross Date & Time: Tuesday 10 TBD (25 min. lesson) Student name: Uriel

Exit Ticket 3 min.

 Give Uriel this quick Exit Ticket assessment
Closure

Purposes: This will serve as a quick assessment of Uriel’s understanding of both the phonological and orthographic patters of
long/short /a/ vowel pattern words.

Reflection
 Student performance: how did they respond? Did they learn? How do you know?
Uriel did well with this lesson! He was able to do the sort at an instructional level (all but 2 done correctly the first time, the 2 corrected with
further questioning). Uriel was also able to successfully spell a long /a/ word and a short /a/ word. He also scored 100% on the exit ticket.
 Teacher performance: what went well? What did not? Why? What would you change or keep the same? Which parts were
confusing and not helpful OR instructive and helpful for the student? Did any parts really work to support their learning? How do
you know?
I think my planning was thorough and built off my understanding of Uriel’s strengths and areas for support. In future lessons, I will try to add
in more spelling patterns and word sort activities, Uriel really seemed to enjoy/learn from these. For my next lesson (B week), we will start
reading Nate the Great and talk about long /a/ words (Nate).