Vowel Digraph /oo/ Julia Villanueva & Amanda Hair
EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell
Lesson Title: Vowel Digraph /oo/ Trophies Teacher Edition: 1-4 Trophies Story: Baboon T Ed Pages: 218I
Submitted By: Julia Villanueva CCSS: RF.1.2a and RF.1.2d
B. Summary of the Literacy Center Following our class discussion on vowel digraph /oo/, students will build words with the vowel digraph /oo/ using letter tiles. C. Student Population Grade level 1st grade Skill level all levels Grouping - independent D. Materials Letter tiles, index cards Markers, crayons, pencils TE page 218I, Baboon (story) E. Photographs Photographs of the finished center and teachers are on the last three pages after the reflection. F. Objectives Common Core State Standard RF.1.2a - Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2d - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Learning Targets Knowledge Targets - Students must recognize long vowel sounds. Students must know how individual sounds work together to form spoken words. Reasoning Targets - Students must isolate the vowel sound in a word. G. Procedure What specifically will your students do? Any teacher should be able to follow your plan. 1. Students will be introduced to the vowel digraph /oo/. 2. There will be a class discussion about which words contain /oo/ and how it pertains to the story Baboon. 3. Students will the learn the song which is in the following video for better understanding of the sound /oo/ makes. http://youtu.be/SV0mqyNwESY 4. Students will visit the /oo/ center. 5. Students will build words that contain /oo/ using the letter tiles provided.
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center Fall 2012 Karen Powell- Instructor
Lesson Title: Vowel Digraph /oo/ Trophies Teacher Edition: 1-4 Trophies Story: Baboon T Ed Pages: 218I
Submitted By: Julia Villanueva CCSS: RF.1.2a and RF.1.2d
Students who are on level and above level are to write two sentences with the words they came up with and below level students will list the words they came up with at the center. 1. Students will clean up and place letter tiles back in appropriate pockets.
H. Assessment On level and above level students will write 2 sentences using the word cards they made during their time at the center and below level students will just list the words they made. How does the assessment measure student mastery of the lesson objectives? Students will show they understand what sound /oo/ makes by building words and writing sentences with the words they made at the center.
I.
Reflection 1. What skills do students need in order to be successful with this center? The students just need to have basic knowledge of vowels and that certain vowels make certain sounds within words. 2. How will students be held accountable for completing this center? They will either write sentences or make a list of the words they came up with at the center. 3. How can you follow up or extend this lesson? There would be review of the /oo/ digraph and the students will also learn about other vowel sounds. 4. What can you do for students who dont grasp the concepts? The children who dont quite grasp it can be pulled aside to work the teacher while the other students continue their work at the centers. 5. Where do you anticipate having problems with this center? Since it is a first grade center some of the students may have issues writing sentences with their words. The lesson did come from the last edition of the first grade Trophies books, so it may be very few who will struggle. 6. How can this center be changed to work with other stories? Although this one is pretty specific to the story Baboon, you can do the same type of center with different letter sounds and just change the pictures, and phonics lesson that goes along with each of the stories in the Trophies books. 7. When you were developing this center, what was the most difficult part for you? Coming up with what we wanted to do for the center. Since I am a speech major, I dont really grasp the concepts of some of these lessons like the education majors do. I will
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center
Fall 2012
Karen Powell- Instructor
Lesson Title: Vowel Digraph /oo/ Trophies Teacher Edition: 1-4 Trophies Story: Baboon T Ed Pages: 218I
Submitted By: Julia Villanueva CCSS: RF.1.2a and RF.1.2d
never have to design a center with what I plan on doing so the idea is somewhat foreign to me. 8. How well did you work with your partner? I think that Julia and I worked very well together. We were both equally as confused at first, but once we came up with our idea it came together really nicely. 9. How did you and your partner split the workload? I designed the board and Julia made the letter cards that the students will use to build words. We both filled out the paper portion of the assignment. 10. What will you do differently next time you work with a partner? I dont think I would do anything differently. We worked well together and came up with a cute project that I think first graders would enjoy.
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center
Fall 2012
Karen Powell- Instructor
Lesson Title: Vowel Digraph /oo/ Trophies Teacher Edition: 1-4 Trophies Story: Baboon T Ed Pages: 218I
Submitted By: Julia Villanueva CCSS: RF.1.2a and RF.1.2d
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center
Fall 2012
Karen Powell- Instructor
Lesson Title: Vowel Digraph /oo/ Trophies Teacher Edition: 1-4 Trophies Story: Baboon T Ed Pages: 218I
Submitted By: Julia Villanueva CCSS: RF.1.2a and RF.1.2d
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center
Fall 2012
Karen Powell- Instructor
