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Name: Lindsay Mennen Cohort: C1

Lesson Plan

Lesson Title: Introduction to Long Vowels Grade: one Location: Classroom Date: Dec. 4th 2017
Subject/Strand: Language Arts/ Reading Unit: Vowel Sounds Times: 10:10 – 11:00am
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Today I am introducing students to long vowels and focusing on the long vowel “a”. This fits into the context of the unit
because students have just finished studying short vowel sounds. The big idea is that students will develop an
understanding of the vocabulary and structure of sound/symbol relationships and language structure.

STEP 1 : CURRICULUM CONNECTIONS


Ontario Curricular Overall Expectations (numbers from documents and details)

3. Use knowledge of words and cueing systems to read fluently.

Ontario Curricular Specific Expectations and Achievement Chart Categories


(numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary) : realistic
number of expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific expectation
:Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
3.2 - Predict the meaning of and solve unfamiliar words using different types of cues, including graphophonic
(phonological and graphic) cues (e.g., blending and segmenting of individual sounds in words; visual features of words
such as shape and orientation; sound-letter relationships for initial, final, and medial sounds; onset and rime; common
spelling patterns; words within words)

A.C. – Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the
comprehension of its meaning and significance (understanding).

Assessment – Peer assessment for S.C.

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand.)

Today we will learn about the long vowel “a”.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ x ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess student’s learning: evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand). Indicate the Achievement Chart criteria.

- I can solve unfamiliar words using cues for the long and short vowel “a”. KU

Assessment Mode- Written, Assessment Strategy and Task for Assessment Tool - Instrument used to
Oral, Performance (Write, Say, Students- assess; Record Keeping format
Do) What are the students doing to show their
learning? Peer assessment for S.C.
performance Students will peer assess each other after a
consolidation activity.

STEP 3: CONSIDERATIONS FOR PLANNING


Prior Learning: Prior to this lesson, students will have
Students will know what a vowel is and have studied each short vowel.
I.E.P. program implications: Accommodations, Modifications
No accommodation is required for this lesson.
Differentiation: Content, Process, Product, Environment, Assessment
Environment - Students requiring extra prompting will receive it. Extra wait time will be given for those who need it.

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [x] collaboration, [ ] initiative,
[ ] self-regulation

The student:
• accepts various roles and an equitable share of work in a group;
• responds positively to the ideas, opinions, values, and traditions of others;
• builds healthy peer-to-peer relationships through personal and media-assisted interactions;
• works with others to resolve conflicts and build consensus to achieve group goals;
• shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Short vowels, long vowels

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction.
Include the use of Information Technology (ICT) in your lesson plan where appropriate.

- Activity sheet, scissors, glue


- Pencils
- Smart board for l.g. and s.c.
- Smart board for Long “A” poem
- Pictures and word sheets for consolidation
- Blackboard and chalk for M.O.

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with What Students do: Identify what the students are expected
enough detail that another teacher could replicate the to think about or do (in terms of learning processes).
lesson without a personal discussion. Prompts and
guiding questions are required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key
questions to guide lesson.
Time: __10:10__-_10:20___ (Indicate time breakdown of
instructional elements)

Grade ones. We have just finished a unit on short vowels Students will raise their hand and say “a,e,i,o,u”
and their sounds. Who can name the vowels for me?
(Teacher will record the answers on the board).
Students will say one or two
And who can tell me how many sounds does each one
make?

If students say one, then teacher will say: we have studied


one sound so far, but I have some exciting news for
you…vowels can actually say two different sounds. There is Students will share the short vowel sound for each one
a short vowel sound. Who can tell me what they are?

There is also a long vowel sound, where the vowel says its
own name. For example: “a” can make the sound “a” or Students will repeat after the teacher.
“a”. (Teacher will model the two different sounds). Can
you try that please grade ones?

Based on what you just learned about the two sounds for
Students will raise their hand and provide the answer
“a”, who can give me the two sounds for “e”? (Teacher will
continue until each vowel has been mentioned).

This week, grade ones, we are going to be focusing our Students will listen.
attention on the vowel “a”.

Our learning goal for today is (teacher will refer to the


Smart board where the LG and SC are written):

Today we will learn about the long vowel “a”.

Our success criteria for today is:

- I can solve unfamiliar words using cues for the long and
short vowel “a”

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: _10:20 - 10:50 (Indicate time breakdown of
instructional elements)

Grade ones, I would like to introduce you to my friend, Students will say “Hello Long A!”
Long A. Please say “Hello, Long A!”

Teacher will read introductory poem on the Smart board. Students will listen to the poem.
(Teacher will exaggerate the long “a” sounds).

Please tell me why I might have shared this poem with Students will say that it’s about Long A and that it contains
you? the long “a” vowel sound.

Can you please tell me a word in my poem that features Students will raise their hand and provide answers.
the long “a” sound?

Teacher will underline each long vowel that the students


provide.
When each long vowel has been discovered, teacher will
say: Good job finding the long vowel sounds. Now, I would
like to do a practice activity to be sure that we can tell the
difference between the short “a” sound and the long “a”
sound. (Teacher will pass out the practice sheet). While Students will provide the answer.
doing so, teacher will ask students to refresh her memory
on the difference between the two sounds.

The first thing I do is always the same, I pick up my pencil Students will place their name on the sheet once they get it.
and write my name.

On our sheet, there are pictures. I want you to think of the


word that describes the picture, then I would like you to Students will listen to instructions.
decide if the word contains a short “a’” or a long “a”
sound. Then we will cut the picture out, paste it at the
bottom and circle which vowel sound it makes.

Teacher will use an around the world fashion to complete Students will follow along, provide their ideas when asked
the activity as a whole group. and complete the activity.

When finished, teacher will repeat first the short vowel


words and then the long vowel words. The students will repeat each word after the teacher.

Consolidation & Connection (Reflect and Connect) (5-15 min.)


Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the
assessment loop.
Time: _10:50_-__11:00_ (Indicate time breakdown of
instructional elements)

Well done grade ones at telling the difference between


the two different vowel sounds.

Now, for the final part of the lesson, I would like to Students will get excited and respond “yes”
present you with a challenge. Are you up for a challenge?

I am going to give each of you a card. (Teacher will explain


while handing out the cards, face down). Half of your cards
will have pictures on them and the other half will have Students will listen to instructions.
words. When I invite you, you are going to get up and try
to find your match, matching the picture to the words. For
example, if you have a picture of a cat, you will try to find
the person with the word “cat” written on their card. Once
you have found your partner, you will decide together if
your word contains a short “a” sound or a long “a” sound.
The long “a”s will stand over here (teacher will chose a Students will search for their partner and stand in the
spot) and the short “a”s will stand over there (teacher will appropriate place.
choose a spot). You may begin.

When everyone is sorted, teacher will ask each group to


show their picture and their word. The class will then Students will begin playing the game
assess whether they are in the correct spot by saying “yes” Students will take their turn sharing and assess their peers.
or “no”. They will switch sides if necessary.

Well done with your sorting.

Let’s review. Our learning goal for today was (teacher will
refer to the Smart board where the LG and SC are written): Students will listen

Today we will learn about the long vowel “a”.

Our success criteria for today was:

- I can solve unfamiliar words using cues for the long and Students will show their thumbs.
short vowel “a”. Please show me with your thumbs if we
accomplished our goal.

Great job at accomplishing our goal. If Sally could please Students will follow instructions.
collect the cards. Everyone else, please return to your
desks for grace.

Extension Activities/Next Steps (where will this lesson lead to next)

The next language lesson will focus on long vowels “a” with the super silent “e”.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson.
Questions should vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students
from “passive listeners” to ”active
participants”?
3. Was my behavior management
technique effective? Why?
4. Were students able to transition to the
next activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to
address their own learning?
Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions?
Was a balance between teacher and
student talk evident?
3. How did the task provide a Rich
Performance opportunity or other way
of actively demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management
technique effective? Why?
6. Were students able to transition to the
next activity successfully?

Professional Educator
1. What factors may have influenced the success
of this lesson? Did I note and respond to these
elements appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management
step(s) should be considered for subsequent
lessons? Why?
4 What did I learn from this lesson about my
own effectiveness as a teacher (strengths and
areas for future improvement of communication,
planning, differentiation, implementation and
classroom organization, management,
assessment)?
5 How is my growth as a professional being
demonstrated?