EECE LESSON PLAN TEMPLATE

Header: Vowel Pairs

Names of Candidate: Taylor Swart

Lesson Format: Guided Reading Lesson Number: 4

Lesson Topic(s) Phonics

Lesson Objective(s): The student will improve phonological awareness by segmenting CCVC words with
85%-90%. The student will properly articulate vowel pairs, and the name the phoneme in
words with vowel pairs.

Grade Level: Second Grade

Standards:
ELAGSE2RF3

Narrative:
For a student to become fluent in reading, he/she must be assessed and the teacher must address misconceptions
and provide the student with the individualized skills he/she needs to master. Reading is a great source for
informing instruction because it will uncover the gaps a student has in phonemic awareness, phonics and other
decoding skills which are possibly hindering the student’s comprehension and fluency. (Diamond,
Gutlohn&Honig, 2013). I have pre-assessed this student and discovered through my later instruction he needed
more foundational help with decoding words with vowel pairs. Although I missed this misconception in my pre-
assessment, I am addressing vowel pairs in this lesson to ensure that my student can grow and master both his
comprehension and fluency. This lesson is addressing a single, individualized skill my student needs to master
before he can be proficient in comprehending stories and reading with fluency.

Lesson Number: ____4___

Learning LEARNING Where will the learning experience will take place?
Learners

Context ENVIRONMENT  Student will be sitting at a wipe off table with access to
expo markers
 Student will be in the media center, where it is quiet and he
can read both out loud and silently and maintain focus
LEARNER DESCRPTION SJ struggles with fluency because he does not lend attention to
punctuation. The student struggles to decode CCVC words, and
does not properly articulate vowel pairs on the first try; when
decoding to himself aloud, he will properly articulate vowel
pairs on a second, third or fourth try.
PERSONAL, CULTURAL,
COMMUNITY ASSETS • Personal: The student enjoys playing outside and
interacting with outside activities. The stories, Joan’s
Goats and Moe’s Crows and The Bee and the Flea, involve
the outdoors and animals and things you can encounter
outside.
• Cultural: The student has a certain family dynamic. His
family dynamic is presented in the stories Joan’s Goats
and Moe’s Crows and The Bee and the Flea, with a mother
and multiple sibling.
 STANDARDS ELAGSE2RF3: Know and apply grade-level phonics and word
Curricular Priorities STATE STANDARDS analysis skills in decoding words.
b. Know spelling-sound correspondences for additional
common vowel teams.

PRIOR List the one area of knowledge and one prerequisite skills the
KNOWLEDGE/SKILLS student will need to complete the lesson, e.g.:
AND LESSON • The student has prior knowledge of segmentation of
OBJECTIVES words and phonemes.
• The student has the prerequisite skills from the
previous lesson of vowel pair articulation to find the
pairs in the words on the graphic organizer and match
them with the correct sound.
List what students will (SW) do, what the objective is:
 Because of this activity SW be more successful in decoding
words with vowel pairs.
 Because of this activity SW have more practice segmenting
words with a CCVC pattern.
ACADEMIC LANGUAGE  What academic vocabulary will you teach or develop?
Vocabulary o List general academic vocabulary: analyze and
compare
o List subject-specific words defined for use in the
discipline or may have different meanings
academically:
 Subject specific words: Vowel pairs,
consonants
 Different meanings academically:
Segmentation
How will you introduce the content specific vocabulary words?
The student will hear these words as we analyze the words
presented on the graphic organizer. I will ask him to find the
consonants and the vowel in the words and underline them in
different colors. I will name the vowels as vowel pairs. I will
ask the student to compare these words by the sound their
vowel makes.
Step 3: ASSESSMENT I will use a summative assessment; student will be assessed
Lesson Assessment

Assessment based on his ability to correctly fill in the graphic organizer.

Student will have a graphic organizer labeled with long /o/ and
long /e/ and the student will be given a word bank with words
that were presented in the stories that have vowel pairs that
make those sounds. Student will be required to perform with
90% accuracy in the placement of the words under the correct
sound in the graphic organizer.

Step 4: MATERIALS NEEDED Teacher Resources: Expo markers, wipe off tables, graphic
The Learning organizer from previous lesson, highlighter, pencil, a print out
Experience of Joan’s Goats and Moe’s Crows and The Bee and the Flea.

Student Resources: Expo markers, wipe off tables, graphic

organizer from previous lesson, highlighter, pencil, a print out
of Joan’s Goats and Moe’s Crows and The Bee and the Flea,
graphic organizer
 Step 5: LESSON INTRODUCTION How will you provide culturally responsive teaching?
The lesson (Pre-Teaching and/or  The stories, Joan’s Goats and Moe’s Crows and The
implementation Anticipatory Set) Bee and the Flea, represent the family dynamic the
child presents to me, and he will be able to relate to
this family dynamic; the family dynamic is presented
in a positive fashion.
What is the hook for the lesson to tap into prior knowledge and
develop students’ interests?
• The student is using words he has seen in the stories,
Joan’s Goats and Moe’s Crows and The Bee and the
Flea. He will be able to use the phonological
awareness exercise from the previous lesson to help
him apply what he knows about vowel pairs to entire
words and be able to place them correctly.
Modeling BODY OF LESSON Teacher lead (I Do) is clearly evident and teacher SCRIPT is
SHARED, GUIDED, & written to allow for visualization of the lesson.
INDEPENDENT PRACTICE TW: use the graphic organizer with the vowel pairs, already
filled in by the student from the previous lesson
“I DO” TW: name one of the vowel pairs
Ex. e, a
TW: say the sound the vowel pair makes
Ex. these vowels come together to make the /e/ sound
Lesson Scaffolding

TW: name the sound

Ex. the vowels are making the long /e/ sound
TW: look through the book and find as many words and she can
with that vowel pair in it
TW: read these words aloud, highlighting them in the print out
of the story The Bee and the Flea
TW: emphasize the sound that the vowel pair makes within the
word as a model
“WE DO” Peer lead (We Do) practice
THIS IS GUIDED SW: follow the model of reading of a vowel pair
PRACTICE SW: say what two vowels are in the pair
Ex. e, e
SW: say what sound the vowel pair makes
Ex. /e/
SW: name the sound
Ex. the long e sound
SW: highlight words in the book that have this vowel pair in it
TW: model a vowel pair from the second book, Joan’s Goats
and Moe’s Crows
SW: model this series of steps for all of the vowel pairs from
the graphic organizer and both books

“YOU DO” Independent student practice (You Do) practice

THIS IS INDEPENDENT SW: complete graphic organizer
PRACTICE UNDER YOUR SW: have a word bank with 12 words
SUPPERVISION SW: read word aloud to teacher
SW: identify vowel pair and give the proper sound
SW: write word in the correctly labeled box
Re-Teaching

RE-TEACHING: How will Re-Teach/Re-engage:

you re-engage or re-teach the
concept
See appendices for lesson
support.
If the student struggles with the phonic portion of placing vowel
pair words, then we will revisit the phonological portion of the
lesson and go back to focusing on the individual sounds that the
vowel pairs make.
If the lesson is too easy, the student and I will go through the
book and find more, unfamiliar, vowel pairs, write down those
words and segment them and determine what sound the vowel
pair makes, and we can also use other words I write out for the
student.
 LESSON CLOSURE- How you will wrap up the lesson and have the students show
Closure GROUP SHARE you what they learned in a 5-minute activity?
To wrap up, I will require the student to make a quick chart of
the vowel pairs and we will see if we can come up with
different words that use the same vowel pairs, suing his prior
skills of rhyming.

Appendix:
Criterion: Score of 90% or higher indicates student has developed skills to place the words with the vowel pairs in the proper sound
box.
Summative rubric: Student will be placed at a level based on the percent of accuracy he presents in placing the vowel pair words in the
correct sound box.

Student List Level 0 Level 1 Level 2 Level 3 Level 4

Student 1 Student can Student can Student can Student can
Student cannot
place 25% of place 50% of place 75% of place 90-100%
place any vowel
vowel pair vowel pair vowel pair of vowel pair
pair words in the
words in the words in the words in the words in the
correct box.
correct box. correct box. correct box. correct box.

References to Cite:

Diamond, L., Gutlohn, L., Honig, B. (2013). Introduction to Assessing. Core Literacy Library: Teaching

Reading Sourcebook, 2nd. Novato, CA. Arena Press.

Moors, V. Decodable Books. Joan’s Goats and Moe’s Crows, 57. Retrieved from: https://www.readinga-z.com/

Ryan, C. Decodable Book. The Bee and the Flea, 53. Retrieved from: https://www.readinga-z.com/
Lesson Plans (4 lessons @ 70; 4 reflections @ 25 = 380 points)

Indicators and L1: Not Acceptable L2: Limited L3: Satisfactory L4: Outstanding
Standards

Lesson Plan Teacher candidate did Teacher candidate Teacher candidate Teacher candidate
Content (35 for not provide proof of planned lessons for most planned lessons for all planned lessons for all
lesson plan content planning for sessions or tutoring sessions. tutoring sessions. tutoring sessions and
and 30 for student provided plans for very provided samples of
needs) few sessions. Plans loosely reflect Plans reflect student student work for each
student needs according needs according to data lesson.
Objective 5 Plans do not reflect to data patterns of patterns of learning.
ILA 1.1, 2.1 student needs according learning. Plans reflect student
InTASC 7a-g, i, j, to data patterns of Many plans take student needs according to data
7l, o-q learning. Some plans take student interests and background patterns of learning.
interests and background into consideration.
PSC ECE 1.2, 1.3
Plans do not take into consideration. Plans take student
1.4, 5.3 student interests and Lesson plan activities interests and background
PSC READING background into Lesson plan activities and and strategies are into consideration.
1.2.2 consideration. strategies are research- research-based and
2.1.2 based and address address specific goals. Lesson plan activities and
2.1.3 Lesson plan activities specific goals. strategies are research-
2.2.1-5 and strategies do not based and address
2.3.1-3 appear to tie to research specific goals.
3.3.1-3 or student data.
TESOL 2a

Lesson Reflection Teacher candidate does Teacher candidate is Teacher candidate Teacher candidate
(20 points) not provide evidence of reflective about student reflects on student reflects on student
Objective 5 reflection on student progress OR the progress as well as the progress as well as the
ILA 1.1, 2.1 progress or the effectiveness of the effectiveness of the effectiveness of the
effectiveness of lessons. lesson after most lesson, and what went lesson after every session,
InTASC 7a-g, i, j,
sessions. well and what changes and identifies changes
7l, o-q were needed for the needed for both the
PSC ECE 1.2, student following most student and the candidate.
1.3, 1.4, 5.3 sessions.
PSC- READING
1.2.2
2.1.2
2.1.3
2.2.1-5
2.3.1-3
3.3.1-3
TESOL 2a

Presentation: Final product is Final product is Tutoring Lesson Plan Tutoring Lesson Plan
Neatness, unorganized and organized and easy to format provided is used format provided is used
Organization, difficult to comprehend. follow. Plans are poorly for ALL plans Final for ALL plans. Final
Spelling, Grammar Plans contain numerous edited – containing product is organized and product is organized and
(5 points for lessons spelling and multiple spelling or easy to follow. There easy to follow. There are
and 5 points for grammatical errors. grammatical errors. are very few spelling and no spelling or
reflections) grammatical errors. grammatical errors.