Emily Ruhser and Kayla Huber

Lesson Title: Short and Long Vowels using /a/ and /u/ Grade Level: 1st grade

Adaptations: Untimed

Materials Needed for the Lesson: Word sort cards, ipad

Prior Knowledge and Skills Needed: Knowledge of words being used in word sort, understanding differences between long and short vowels, and problem-solving strategies.

Key/New Vocabulary: Long and short vowels

Lesson Component

Description of Planned Activities

Lesson Outcomes

IRA/NCTE Standard(s): Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Iowa Core: RF.1.1. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). I Can: I can correctly read and comprehend words that have the short and long /a/ and /u/ vowels. 2. I can correctly differentiate and categorize words with long /a/ and short /a/ as well as long /u/ and short /u/. I can correctly give reason for the categorization of words and share the similarities in the group. Display the words used to the students. Read the words to the students, then then have them read them back. Make sure students are familiar with the words. Ask/State: What do you notice about these words? We are going to do two different activities with these words. The first sort is focusing on the long and short /a/. Do you know what these vowels sound like? The next sort focuses on long and short /u/. What does that sound like? 1.

Introduction of the Word Study

Explains what to do and how to do it.

Modeling the Process: Demonstrate the Sort Explains what to do and how to do it. Shows how to do it.

Establish the column headers with two words. State: We are going to listen for the vowel sound in the middle of the words. Watch and listen as I do the first few words. I will model this and then I want you to do the activity after me. (explain)

Emily Ruhser and Kayla Huber

Guiding Practice: Sort and Check

Explains what to do and how to do it. Shows how to do it. Helps the student to do it

Now you will do these on your own as I watch

Turn the task over to the students, but continue to guide the task by helping them with each card. The student reads the card that is presented to them and compares it with each header word. If an error occurs, help the students to check the words by saying, We need to check this word. Help them focus on the middle sounds (short/long-a and short/long-u). After the initial sort, shuffle the word cards and create a stack. Student should turn over a card from the stack, say the word (give assistance if needed), and place it under the correct column. If an error occurs, dont correct. After the student sorts the words have them check their accuracy in each column. If the student isnt able to self-correct their mistakes, prompt them to listen to the middle sound. Pronounce the mistaken word for them compared to the column header.

Reflect: Declare, Compare, and Contrast

After the end of the sort, have the students verbally declare what the words in each column have in common. What do you notice about each word in the columns? How do they sound alike? Why did you put each word in the colum?

Guide the students to verbally notice the difference in the words. How does knowing this help you as a spelling, reader, and writer? When writing you will need to spell as many words as you can correctly. When you dont think you can spell a word correctly, you can use spelling patterns to help you.

Extend: Independent Practice

Provides opportunity for independent practice.

The student repeats the word sort independently several times and approves it with the teacher. The student repeats the sort with a partner. Possible word hunt in the story Biggest Fish.

Assessment

Observation.