Literacy Support Artifact How can we help students learn to read and/or write?

Grade level: 1st grade

Content Area: Reading, Writing and Communicating.

Colorado Academic Standard 1: Oral Expression and Reasoning.

3. Identifying and manipulating phonemes in spoken words allow people to understand
the meaning of speech

WIDA Can Do Descriptor (this can be at a proficiency level or more than one- and can be in one or
more than one of the domains of language (Reading, writing listening/ speaking).
ELP Level 1: Recount by Repeating words, phrases and memorized chunks of language related
to different topics
Writing ELP Level 1: Recount by Forming words using a variety of strategies

Overview of Activity (explanation/instructions)- Be detailed enough for a substitute to use this in

your absence:

I would start the lesson off by talking about vowels in general. Sing the song vowels sound with
the rhythm of old McDonald. I will talk about the how some vowels say their name, depending on
the word pattern. We will specifically focus on long vowels. I will show students an anchor chart
about long vowels. I will teach students about the word pattern CVCe. Stating that the make E
makes the vowel say its name.
I will have some long vowel words written on the board. (came, bake, make, take)
I will ask for a student to read the word.
Ask the student why they specifically pronounce that word that way. If the student doesnt know, I
will ask students to refer back to the anchor chart.
I would break students into four groups. Two groups will be coming up with their own words and
making words that contain the magic E, using the words they came up with, they will create a
bingo game for the other group. The bingo game card can be 3x3 or 3x4. Depending on time.
The two groups will have books, with those books, the students must find words in their book that
contain the magic e.

Justification for the Activity (with citations from the readings)- Explain how this supports students
vocabulary development. Be detailed enough that it is clear that you have read the readings in depth.
Be sure to cite at least two sources.

In the class powerpoint it mentions that instruction must be explicit. This lesson specifically can
be confusing for emergent bilinguals, so it is important to make sure that instruction is real
authentic and interactive. With phonics lessons, it would help students see the letter-sound
relationships in English. The idea of balanced literacy is important to the students because
experience with authentic texts and meaningful contexts along with explicit instructions is very
important when teaching to emergent bilingual students. It is important to scaffold instruction to
the emergent bilinguals as well that way the students wouldnt feel so overwhelmed with the
amount of instruction. In the book Teaching English Language Learners by Wayne Wright, he
mentions that instruction must be direct and systematic so that it can lead to higher academic
achievement. There are several steps that Wright talks about to teach new vocabulary to
emergent bilinguals. Most of which are interactive, engaging and social skills that can help
students learn.
Artifacts All materials and documents needed to deliver your activity (instructions for students,
handouts, photographs of realia, technology, examples, etc.). If you are making a sample, take
photos to show what it would look like.
Magic E Anchor chart.
https:/.pinimg.com/originals/5a/f2/d8/5af2d801f815366e2050d3f8f093e74d.jpg/i
Plain white paper.