Abbey Blouch 1

Stuarts Draft ES, CT: Bev Smith

Wednesday, October 26
LESSON PLAN OUTLINE
JMU Elementary Education Program
A. TITLE/TYPE OF LESSON
BINGO!/Word Study
B. CONTEXT OF LESSON
As a pre-assessment, I will have the students do a closed word sort with the letters they were
given for this week (Short versus Long Review, CVC and CVCe). This is an appropriate activity
because the day of this activity will be the third day that they will have had these words for word
study, so this word sort will be a review before playing the game. It fits into the curriculum
because the students working on word growth knowledge, specifically differentiating between
short and long vowel sounds. The activities for this lesson, both the word sort and the word study
bingo game, fit in with child development because they are very hands-on and engaging
activities.
C. LEARNING OBJECTIVES
Understand The students will
Know Students will know the
understand that the vowels in words
difference between CVC-short and
produce different sounds depending
CVCe-long with words on a specific
on the word.
word list.

Do Students will place chips on

words that match sounds-if they win
bingo, they will go through and
explain which sound each word
makes in their bingo list.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
Name:
Understand:
Know:
Do:
Notes:
Students will
Students will know
Students will place
Any
understand that the
the difference
chips on words that
important/interesting
vowels in words
between CVC-short
match sounds-if they information gathered:
produce different
and CVCe-long with win bingo, they
sounds depending on words on a specific
will go through and
the word.
word list.
explain which sound
each word makes in
their bingo list
1. Olivia
YES
CVC-short: YES
YES
CVCe-long: YES
Oddball: YES
2. Madison
YES
CVC-short: YES
YES
CVCe-long: YES
Oddball: YES
3. Alyssa
YES
CVC-short: YES
YES
CVCe-long: YES
Oddball: YES
4. Riley
YES
CVC-short: YES
YES
Switched rule but
CVCe-long: YES
then realized what
Oddball: YES
column it belonged in
5. Ethan I.
YES
CVC-short: YES
YES
CVCe-long: YES

Abbey Blouch 2
Stuarts Draft ES, CT: Bev Smith
Wednesday, October 26

6. Noranda

YES

7. Ethan W

YES

8. Emma

YES

Oddball: YES
CVC-short: YES
CVCe-long: YES
Oddball: YES
CVC-short: YES
CVCe-long: YES
Oddball: YES
CVC-short: YES
CVCe-long: YES
Oddball: NO

YES
YES
YES

Placed oddball words

in long

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Reading 2.5: The student will use phonetic strategies when reading and spelling.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
F. MATERIALS NEEDED
Printed word study lists for each student-me
Scissors-already in class
Glue-already in class
Bingo boards-me
Game Pieces (Buttons)-me
Pencils-students
Plastic Bags-me
G. PROCEDURE
I will begin by reviewing all of the words with the students, as they have all seen and (hopefully) practiced
the words already this week. As they cut out the words, I will explain that I want them each to think about the
sounds that each word makes, and which category they think they may put it in. As they finish cutting out the
words, I will demonstrate an example word from each category and explain that I want them to think on their
own of what category they think each word belongs in and have them place it in that column. They will then
glue each of the words to the paper under the column that they believe is correct. After they are finished, I will
check over each list and, if they miss one, we will talk about why the word belongs in each column. I will
make sure that they each have their names on the papers, and then they will give them to me and I will put
them away. They will also put their glue sticks off to the side so that it does not become a distraction. Then, I
will introduce the game they will play. I will ask if any of them have played bingo before. I will pass out the
Bingo boards and have the students fill in the squares with ANY of the words from the list, in any order. When
they are finished, I will explain that I am going to shuffle a set of cards that say short, long and oddball. Based
on what I say, they will place a game piece on ONE word that has a short/long sound. For example, I will
shuffle and choose the card long. If I were the student, I would place the chip on either the word note or
will, but not both. I will have my own gameboard, and I will use this as my example for them. When a
student achieves bingo, I will have them go through and explain what vowel sound they identified for each
of the words on their bingo list. The students have twenty minutes for this activity-we will play several
rounds of the game if possible, until the end of the allotted time. When time is up, I will have them place the
game pieces back in a bag, and then give me the bingo boards.
A. DIFFERENTIATION
For this lesson specifically, I will be working only with students from the highest reading
group. The word study list is specifically geared towards these students. Several students do
their work very quickly-if this happens, I will give them several new words, not listed on the
word study list, and have them try to identify which category they may fall under. This way, it

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Stuarts Draft ES, CT: Bev Smith
Wednesday, October 26
will give them a bit more of a challenge. For those students who may have a slightly more
difficult time, I will provide them with scaffolding. Specifically, I will use repetition and
sounding out techniques to help them differentiate sounds.
B. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
As a group, we could finish with the game early. If this were to happen, I would have them get
out their journals and practice with spelling the words in a fun manner, such as rainbow
spelling. Also, some of the students could get bored with the game. If this happens, I will
modify their work by giving them a story that they can identify some of the vowel sounds in.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
The students received their word study words on Monday, and on Monday and Tuesday they all had the chance to do
several word sorts with an instructional aid. I implemented this lesson on Wednesday. I had originally planned to have
the students cut and glue the words in a word sort onto a paper before I moved on to the bingo game, but due to the
time constraints and the fact that they had already done the word sort several times, I decided to simply have them take
out the words that they already had cut out and sort it for me without cutting and gluing. This was helpful because it
allowed the students more time to work on the Bingo game.
II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?
From this lesson I conclude that the students, though they had already learned the words, got to experience word study
in a different format to help them cement word study knowledge. The students learned that different words make
different sounds, and these words fall into certain categories. Specifically, they learned that vowels in words can make
short and long sounds. I had each student individually sort the words for me and then tell me why each word fell under
each category. I also had the students that won bingo tell me what the words were in their bingo column and what
category each word fell under. From the information I received individually from every student, I was able to analyze
responses to determine their strength in the word study.
III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
I taught this lesson with the two highest reading groups in the class, so the students all had a solid base knowledge of
the words. However, many of the students were already very familiar with the words, so for some this lesson was far
too easy. If I were to do this lesson again, I would make sure to use this words to reiterate information for students who
might need extra practice, but I would also throw in words not on the word study list but that may also fall into the
categories in order to offer a challenge to the students who may be bored. I might also have some bingo boards already
pre-made for the students who may have a harder time with writing. I want to be able to differentiate my lessons so
that they are appropriate for all students at all levels.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
If I were the teacher, I would now have these students use these words in different contexts. For example, I could
have them write a story using the words, or identify the words in a given context. I want my students to be able to
identify the sounds that words make, but also how they fit into other contexts.

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Stuarts Draft ES, CT: Bev Smith
Wednesday, October 26
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
As a result of planning and teaching this lesson, I have learned that if a lesson is engaging and interactive, students are
more willing to learn. Of course, if a lesson is boring to students, they will find themselves distracted, and then the
teacher will get frustrated. This will only end in dissatisfaction. This lesson also reinforced the idea that children can be
competitive. The students all wanted to win bingo, and many were more interested in winning than in the game
itself. As teachers, we need to find the fine line that encourages friendly competition, instead of promoting a negative
environment.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
I learned to classroom management is key to having a lesson go well. My students were engaged in the lesson and had
fun with it, but they also were quite chatty and easily distracted. With one of my groups, I was able to go through the
whole lesson and play several rounds of bingo. However, with the other group, we barely made it through one round of
bingo. This is because the students kept getting distracted and I had a hard time bringing them back to focus.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
I learned that I love working with small groups of students and really getting to see how all of their unique
personalities come out with you spend time with them more individually. I hope to use more hands-on activities in my
own classroom in which I can work more individually with students.