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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student
Mabel Tang PSMT Name: -----
Word Work Long Vowel Lesson Plan
Lesson Plan Title: Reading (phonics)
oa Topic:
Date: April 27, 2016 Estimated Time: 20 minutes
Grade Level: Kindergarten School Site: ------

1. State Standard(s): RFK3 Know and apply grade-level phonics and word
analysis skills in decoding words. RFK3b Associate the long and short
sounds with common spellings (graphemes) for the five major vowels.
2. Teaching Model(s): Small homogenous group direct instruction.
3. Objective(s): SWBAT identify and sort long o and short o sounds. SWBAT
recognize and decode words with an oa pattern for the long o vowel.
SWBAT create real or nonsense words with the oa pattern.
4. Materials and Technology Resources:
1) Long vowel when two vowels go walking rule chart
2) Long vowel oa and Short o sorting mats
3) Long vowel oa picture cards and word cards
4) cup of magnetic letters g, r, s, d, t, f, b, p, l (enough for 4
5) student whiteboard with oa written on it (enough for 4 students)
6) My list of oa words Handout & pencil (enough for 4 students)
7) [extension] iPads with SeeSaw app focused on read and highlight

5. Instructional Procedures:
a. Motivation/Engagement:
1) TW have students do a rally robin with their shoulder partner
(kagan strategy) on long o words for one minute. [ie. partner A
says boat, partner B says poke, partner A says goat, etc.]
2) TW explain the objective for todays word work lesson.
b. Development Activities or Learning Experiences:
1) TW introduce long o (with oa spelling) and short o picture
cards. Using round table (kagan strategy), SW sort picture cards
onto accurate vowel mats. Teacher and students will review sort
(fix if needed) and turn to their shoulder partner to provide
feedback [ie. You did a good job sorting!]
2) TW introduce the long vowel when two vowels go walking
rules chart and explain the rule. TW introduce long oa word
cards and model how to decode a word and match it to a picture
card. SW choral read (decode) word cards and match to a picture
3) TW provide students with a whiteboard, cup of magnetic
letters, and handout/pencil. TW explain/model how to use
magnetic letters to form real or nonsense words with the oa
spelling and record it on the handout. SW work independently to
create words for 7 minutes. TW assist if necessary.
c. Closure:
1) TW signal students to stop. TW have students do a timed pair
share with their shoulder partner (kagan strategy) to share the
words they created. SW give feedback to their partner [ie. I like
how you used a sl blend in your word.]
d. Extension:
1) TW have students who finish early highlight the oa chunk
and read the words provided from handout on SeeSaw app.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

For a homogeneous small group of struggling students, break the objective
and lesson into two small group sessions 1) recognize a common spelling
for the long o vowel. 2) create real or nonsense words using the common
spelling. For students unable to blend/decode, teacher should model how to
do it and have students echo back. Also, rather than a timed pair share use a
round robin share with teacher support if necessary. If magnetic letters or
whiteboards are unavailable, use the letter tiles handout attached to the My
list of oa words handout.
7. Assessment and Evaluation of Learning:
a. Formative Observation of student participation and responses;
Students work sample (My List of oa Words).
b. Summative
8. Homework Assignment: SW receive a handout requiring them to
accurately sort long oa and short o words, then use (write) one of the long
oa words in a sentence and draw a picture to go with it.
9. Reflection:
a. Strengths I already do word work lessons with my students
(although we havent done the long vowel sorts) so I found writing this lesson
was very realistic and easy.
b. Concerns Am I missing any other information in the
accommodations, modifications, and differentiations for diverse learners? Do
I need to create a rubric for formatively assessing my student?
c. Insights Im glad I no longer have to write full length lesson plans
using the UNLV lesson plan template. Lets be realistic, if teachers had to do
this for every lesson of every day of every week, then we would have time
for nothing else. These templates are great for teaching how to write/come
up with lessons and I am grateful for the experience of using it back in my
undergrad year, but I am extremely happy it is not required for our actual

Jump, D., & Wills, D. (2014). Guiding readers: No prep january ELA. Retrieved

April 2016, from TeachersPayTeachers: