Reading Strategy Lesson

Teacher: Libby Engle

Grade Level: 1st
Date: October 31, 2018
Format: • Small group

Strategy: Phonics Instruction: Long vowels vs. short

vowels
Objective/Purpose/Instructional
Goals:
• Students will be able to identify the
difference between a long vowel and
short vowels
• Students will be able to recognize and
differentiate words with long vowels
and short vowels
• Students will be able to find the long
vowels and short vowels in their
names
• Students will be able to identify long
and short vowels while reading

Texts/Resources/Materials: • Previous lesson picture cards

• Previous lesson rhyming cards
• Long vowel/Short vowel visual poster
• Long dog/short dog pictures
• Words written on dog bones
• Phonics phones
• Whiteboard, whiteboard markers
• Long/short vowel cards
• Book Arthur’s Pet Business by Marc
Brown
• Reading A-Z books
• Sticky notes
Assessment(s): • Students ability to place particular
words at the long dog or the short
dog—this will assess if the students
can identify if the vowels in the words
are long or short
• Students ability to hear a word
during read aloud and being able to
report if it is a long or short vowel
Building off previous lesson:
Brief Outline (Activities):
• Go over picture cards and review
reading strategies previously learned
• Bring 4 pairs of rhyming cards and
ask students to remind teacher what
it means when words rhyme
• Allow students to match cards that
rhyme
• Teacher welcomes students, asking
for updates on how they are doing
• Reviews picture cards from previous
lessons about strategies that students
previously learned, going over key
words and gestures
• Teacher brings out 4 pairs of rhyming
pictures, and asks students to remind
her how we know when words rhyme
• After students are able to provide an
answer, (if not, teacher provides
assistance) allow students to match
up the pairs of rhyming pictures and
say the words aloud
• Teacher informs students that today
we are going to be learning about
vowels and their sounds
• Teacher asks students if they know
what a vowel is
• If students can name some, allow
students to write the vowels on the
whiteboard [writing]
• Inform students that vowels have 2
sounds: a long sound and a short
sound
• Present long/short vowel dog poster
and read to students how we know
whether a vowel is long or short
• Emphasize to students that a vowel is
long if we say its name
• Pass out phonics phones
• Present each vowel card to students,
and instruct them to say the vowel
(short or long) into the phone so they
can hear themselves
• Lay out pictures of long dog and
short dog: inform students that we
will be “feeding” the words to either
the long dog or the short dog,
depending which kind of vowel is in
the word [working with words]
• Allow students to take turns feeding
the dogs each bone, teacher
assisting/correcting when needed
• Read Arthur’s Pet Business stopping
at certain words, asking students to
repeat the word into their phonics
phone and determine if it is a long
vowel or short vowel [guided
reading]
• Brain Break: play Simon Says, and
allow students to get a drink of water,
go to the bathroom, get wiggles out
• Have students write their name out
on a piece of paper
• Instruct students to circle the vowels
in their name
• Have students practice saying their
name in their phonics phone a few
times, determining if each vowel in
their name is short of long
• Below the letter, instruct students to
write short or long under each vowel
• Allow for students to color and
decorate their name [writing]
• Let students independently read into
their phonics phone a book of their
choice (with reading level AA or A)
[self-selected reading]
• Encourage students to put sticky
notes next to words when they
recognize long or short vowels &
write long or short on them
• Wrap-up: ask students to tell how
they know a vowel is long or short
Notes: • Phonics phones will help students
hear the vowels better—also is fun!
• Working with student’s names will
make lesson more personable