EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

Standard
MDE grade level or CCSS

Evidence that Documents the Elements

CCSS.ELA-LITERACY.RF.1.2.A

Distinguish long from short vowel sounds in spoken single-syllable

words.

Objectives/Targets and I can statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?

I can sort short vowel sounds by saying words out loud.

Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?

Introduction: Creating Excitement and Focus for the

Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

Small-group intervention instruction. Separating the older students from the

kindergarten students. The students will sit at the kidney-shaped table at the back of the
room for the activity, reducing behavioral distractions that come with the younger
students. Usually PALS intervention, with which the students are very comfortable,
happens in this setting so the students will adhere to behavioral expectations of that
space: focused work, group participation then individual work, sitting with bottom on
chair, not leaving for bathroom, drink, etc.
Beginning seated on alphabet rug, students will together review the short and long vowel
sounds using the vowel chart on the wall. Students are very familiar with the concept of
"superhero" vowels, long vowels that say their name. The last time the students
reviewed the vowel sounds I noticed there was a little difficulty understanding the
concept of "incognito" or "regular" short vowels, as opposed to "superhero" vowels that
say their names. The kids were given a verbal explanation of regular or incognito
vowels (short vowels) using a Clark Kent vs. Superman analogy. The students have
also read a book about "incognito/regular" and "superhero" vowels. I think two students
understood the idea, but the others missed the point. I hope to revisit the idea of regular
and superhero vowels (short and long vowels) and use little figures to illustrate the
concept of "incognito/regular". There is a little superhero figure that matches a regular

looking figure that I will introduce the students to my vowel friends. When I hold up the
one with the cape we'll say the "superhero" long vowels that say their names, and when
I hold up the figure without the cape we'll practice saying the short vowel sounds.

Introduction: Creating Excitement and Focus for the

Lesson Target
Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: differentiating to meet student needs
Remediation/intervention
Extension/enrichment
Learning styles
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list

Short and long vowel sounds (review in anticipatory set)

Knowledge of all letter names and sounds in the alphabet.
Fine motor capacity to manipulate clothespins.
Fine motor capacity and knowledge how to write all letters of the alphabet.
Lesson is scaffolded so that learners will review short vowel sounds, pick out the short
vowel sound in the activity, and progress to write words with short vowel sounds.
Remember short vowel sounds.
Understand the difference between long vowel and short vowel sounds.
Apply the knowledge of short vowel sounds to choose correct vowel within a word.
Create short vowel word example.
Remediate by narrowing vowel sound choices to three instead of five.
Remediate further by using the self-correcting element of the teaching tool to allow
student to see the written word represented by the picture and choose the matching
vowel sound.
Extend lesson by having students who finish early underline the short vowel sound in
each of the words written on the work sheet.
Extend further by encouraging students to create examples of a word with each short
vowel sound. Five vowel sounds, five example words created by student.
Auditory learners will have the opportunity to say the word aloud and hear the short
vowel sound. Visual learners will benefit by having the picture of the word on the card.
Tactile learners will engage with the lesson by manipulating the clothespin to "clip the
vowel" as well as write the full word on worksheet.

Materials:
-cards with images representing short vowel words and all vowels listed
-clothespins (one per student)
-Clip the Vowel worksheet (one per student)
-vowel review sheet
-superhero and incognito figurines
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)

Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?

Students sitting on rug.

Introduce short vowel tool.
"These sheets of paper are tools that help us learn short vowel sounds. There is a
picture on t he top and a list of all the vowel sounds written down the card. It's our job to
figure out what word the picture represents and what short vowel sound is in the word.
When we figure out which vowel sound is in a word we get to clip the right vowel. So for
this card I look at the picture and see a frog. I know frog sounds like
(fingerspell/segment sounds in frog), what sounds is the short vowel sound in the word
frog? Hmmm....o. I hear the o sound in the word frog. So I take my clothespin and clip
the o vowel. Then I can flip over the card and see if I was right! Yep, there's the o in
frog. Now I can write f-r-o-g on my sheet to remember frog has a short vowel o sound.
Any questions? Let's get ready to clip the vowels. Head back to the table and find a
seat so we can get started."
Choral response in anticipatory set will assess student understanding of short and long
vowel sounds.
Guided practice will assess student understanding of activity instructions.
Questions for independent practice:
"What vowel makes the ___ sound? Do you hear that sound in the word?"
"Why did you choose that vowel for that word?"
"What is another word you can think of with the ___ short vowel sound?"
"Notice those two words rhyme. Do you think the two words have the same or different
vowel sounds?"
Walk through another card together as an example. Talk about the sound in the word.
Talk about where we would put our clip and why on the particular vowel. Place clip on
vowel. Have students write the example word on the worksheet and underline the vowel

sound.
Collaborative (Your Do Together) and/or Independent
Practice (You Do)
What practices will be demonstrated/modeled?

Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?

Students will take turns with each card, first clipping the vowel, then writing the word on
the worksheet. Passing card to the left after finishing with card. (Lots of extra words on
hand for those who work at different paces)

Share the created short vowel sound word with the rest of the group. Read the word
and say the short vowel sound in the word.

Students will choose a word not listed on any card, just from memory (or the word wall if
assistance is needed), that contains a short vowel sound. Write the short vowel sound
word on the bottom of worksheet.