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Joanna Yuhas Mrs. Meyer 1st grade Friday September 27, 10:00AM 1.

Title or Topic of the Lesson and Grade Level: a. Short a and Short i Vowel Sounds b. First grade 2. Lesson Essential Questions: a. What does the short a and short i sound like? 3. Standards a. CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. 4. Learning Objectives and Assessments Learning Objectives Assessments Students will be able to recognize short Students will be assessed informally a (as in the a in apple) and short I when they raise their hands to choose (as in the I in hit) when they hear them which words on the board contain the in monosyllabic words. short vowel sounds. They will also complete a worksheet that will assess their comprehension of the short vowel sounds. 5. Materials a. Chalkboard b. Word strips c. Worksheets 6. Pre/lesson assignments and/or prior knowledge a. CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet. b. CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. 7. Lesson Beginning a. Have students come to the rug and explain that today we will be talking about the short a and short i vowel sounds. Ask students if they are familiar with the short a or short I sounds. 8. Instructional Plan a. Show the letter a and ask students to name the letter on the board. Model the short a sound three times for the students. Then let students practice making the short a sound. b. Show examples of words that have the short a sound, such as apple, cat, hat, map, etc. Read the words slowly so that students can hear the different sounds in the words. Ask the students to think of other words that have the short a sound in them. c. Explain to the students that they will be doing an activity. Make three boxes on the board and label them one, two, and three. Tell students that

you will put up three words on the board and only one of them will have the short a sound. Read the three words and tell students to show the number of fingers for the word that has the short a sound in it. Repeat this activity a few times until the majority of students are able to identify the short a sound. d. After this, move on to the short I sound and repeat what you did for the short a sound. Show the letter and ask for the name of the letter. Show words that have the short I sound. Model the sound many times and then have students practice making the sound. Ask them to give examples of other short I words they know. e. Do the same activity from the short a sound but with the short I sound this time. Have students respond by showing the amount of fingers for the word that has the short I sound in it. 9. Closure a. Review the short a and short I sounds and ask students to make the sound again. b. Show the worksheet that students are to complete and give the instructions before sending them to their desks. Then have them go to their desks and work on the worksheet quietly. Spend time individually with students who might not have put the correct number of fingers in the air during the activity at the chalkboard. i. Differentiation: Students who are familiar with the short a and short I sounds can give examples during the class discussion. Students who finish the worksheet early can read a book and look for the short a and short I sounds in their books. Give students time to think about the answer before asking them to raise their hands. Spend more one on one time with students who did not put the correct number of fingers in the air. ii. Questions: Who knows what the short sound of the letter a is? Who knows what the short sound of letter I is? What letter is this? (A, I) What other words have the short a sound? (map, cat, bat, cap) What other words have the short I sound? (hip, dip, hit, sit) Which word has the short a sound? (1,2,3) Which word has the short I sound? (1,2,3) iii. Classroom Management: Keep students on the rug during instruction. Have students show fingers during the activity instead of shouting answers. Tell students that they should not show the answer until they are asked. Explain instructions before sending students to their desks. iv. Transitions: Give clear directions for students as they go back to their desks and enforce expectations. Use a bell if the noise gets out of control.