Learning Map – Part 1

Amber Spring

National University - ITL 608

August, 15 2020

Professor Balona
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STAGE 1: PLANNING
YOUR TARGET: Standard, Goals & Outcomes

Teacher: Amber Spring Grade/Subject: English Language Arts/ 1st grade

TARGET: Unpack Your Standard

Part 1: My Standards, Goals and Outcomes
Academic Standards: CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.

*Highlight the main idea/knowledge (what)                     *Underline the skills/verbs (how)

Big Questions (Questions to Knowledge (Concepts to be Skills (What you will explicitly
frame student learning) understood and applied) teach)

Instructional Presentation
1:
What is a CVC word?
Instructional Presentation
2:
What is the difference
between long vowel sound
and short vowel sound?
Instructional Presentation
3:
How does the silent e
change a vowel?
 Know long vowel Students will learn that when an
sounds can be spelled “e” is added to the end of a CVC
in different ways word it makes the first vowel say
its long sound.
 Recognize the final –e
spelling pattern Students will know that when they
(CVCe) see the CVCe spelling pattern, that
 Know two or more the e on the end is silent.
letters can make one
vowel sound
 Recognize vowel
teams
 Identify vowels in
words

Student Learning Goal:

 Students will be able to recognize and read one-syllable words with the CVCe spelling
pattern.
 Students will be able to spell and write one-syllable words with the CVCe spelling pattern.

Student Social-Emotional Goal (LEARNER):

 Students will build on communication and establish positive relationships in the classroom
by working in groups.
 Students will follow directions and know classroom expectations.
 Students will raise their hands to ask questions and recognize appropriate times to speak
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out.

Barriers to learning (LEARNER):

Learning to read as you are learning a new language is challenging for students of all ages.
However, it is more difficult for English Language Learners to decode and spell words because
“English has many sounds that do not exist in other languages. In Spanish the five vowels have one
and only one sound and that sound is often different from the sound represented by these letters
in English words”(Cunningham, 2017, p.50). In addition, many of our short vowel sounds do not
exist in Spanish. This can create barriers for beginning readers. Not only are they having to learn
the multiple sounds, but the rules that apply of how sounds change if a certain letter is added to a
word.

Common Misconceptions (LEARNER & TARGET):

A common misconception is that the only rule of the silent e, is to make the vowel make the long
sound. However, this rule does not always work for CVC words and the silent e has more than one
job. Examples of words that do not apply to this rule are: love, give, dance, etc.. I will explain to
the students that the silent e has many jobs but that today we will be focusing on when he makes
the vowel long
Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER):   
I have a diverse group of learners from a variety of backgrounds and cultures. I have 26 students in
my class: 12 females and 14 males. The students are becoming familiar with google classroom and
their student portals which provide access to learning apps such as Dreambox and RazKids.

The language subgroups are primarily English, but about one third of my class are students whose
first language is Spanish. Of these English language learners, Maricela, is the only one who is not
English proficient and requires additional supports and services. I have one student, Johnny, who also
speaks Tagalog.

This class has a positive attitude about learning and a does well with collaboration and activities that
they can engage and interact with their peers. They get bored and distracted easily if a lecture is too
long. They are still learning on appropriate times to ask questions. I am working with them on how to
exercise self-control. Visual cues and rewards help students stay on task. We use flexible seating
arrangements in our classroom to promote and support student choice, movement, comfort, and
collaboration.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)

Focus Student #1: Student with Identified Focus Student #2: English Language learner
Special Needs (IEP; 504; SST) (ELL); Standard English Learner (SEL)
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Jake
 Male Caucasian student
 IEP for Speech and Language
Impairment
o IEP includes accommodations
such as visual cues and
extended time. See IEP goals
here
 Difficulty pronouncing sounds and is
reading at a Kindergarten level
 Has difficulty following directions,
staying on task, and remembering
what he is supposed to be doing
 Loves science and being outdoors
 Enjoys projects that allow him to have
hands on experiences and using
manipulatives
Opportunities for Growth (based on student
profile)
 Provide hands on learning activities to
promote interest and engagement;
Provide detailed directions to follow
which will assist with remembering
task; Make directions easy to follow;
Provide smaller assignments which
take less time to complete; Provide
extended time for activities.
Maricela
 Female Hispanic student
 Has a positive disposition and many
friends
 She has been in the United states for only
two years.  Maricela’s parents do not
speak English but are very involved in
their daughter’s education. 
o She scored at Level 2 “Expanding”
on the ELPAC. 
 Although Maricela always looks busy, she
does not generate much work. 
 She has developed fluency with reading
but struggles with comprehension. 
 Maricela loves art and frequently spends
time drawing during her recess and lunch.
Opportunities for Growth (based on student
profile)
 Provide visuals or anchor charts to assist
with comprehension; Provide linguistic
support in connections with academic
contexts; Provide goals and self-
regulation for assignments to be
completed during class; Foster parental
involvement

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of
Representation
(modeling & practice)
Think about at least three ways
you can represent this concept:
video, role play, manipulatives.
The instruction includes multiple means of representation:
verbal, auditory, visual, social, and kinesthetic.
1. Writing and sounding out the words on the white board
and having children do as I do.
2. Visual representations of the words to access the
learning needs of my visual learners. Different color for
the e to visually que students. (Visual)
3. Illustrate through multiple media by presenting key
concept in the form of YouTube video. (Visual)
4. Collaboration/socialization through discussion about the
silent e. Watch students for participation, engagement,
and learning.
5. Song with body movement. (Kinesthetic & Auditory).
6. Offer alternatives for visual representation by providing
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pictures along with words, and anchor charts

Multiple Means of Engagement
At least three ways your students
will understand, internalize,
appropriate: prior knowledge,
group work; technology; graphic
organizer; dyads or triads
1. I will begin the lesson by activating prior knowledge
though whole group discussion.
2. Students will be able to work with a partner, if they
choose to on their bossy e worksheet.
3. Coral chanting. Practice saying short and long vowel
sounds together.

4. Foster collaboration and community by creating

cooperative learning groups with clear goals, roles, and
responsibilities.
a. Students will work in pairs to complete the
bossy e worksheet
b. Teacher will engage students with fun activity in
a safe classroom environment.

Multiple Means of Expression 1. Students autonomy is optimized by being providing

(practice & assessment)
At least three ways your students
will show you what they know:
oral presentation; written report;
research; technology-mediate
projects; debates; simulation;
quiz, exit ticket
various means to express understanding such as,
drawing, oral expression, and worksheets.
a. Drawing
b. Matching word to picture
c. Writing
d. Orally through discussion

Managing the Classroom Students are grouped together by teacher to ensure that each
Environment group is diverse and has both “highs” and “lows”. The table
point system I put in place will help promote group work and
self-management. Materials will be organized in bins for easy
access. Students expectations will be clear and given verbally
and in the form of a chart.

STAGE 2: TEACHING
DAILY AGENDA: What will you use to manage daily instruction?
1. Opening/Direct Instruction:
a. Discuss objective and big idea for the day.
b. Review Prior Knowledge by asking students questions:
1. What types of letters are in the alphabet?
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2. What are the vowels?

3. How many/which sounds do vowels make?
4. What is a CVC word?
c. Watch video “Silent E I Phonics Song for Kids I Jack Hartman” (3 minutes)
d. “Stop and Check” – ask students what happens to a vowel sound in a CVC word when
a silent e is added to the end. Ask students to discuss with a partner, answer
individually, and as a group.
2. Guided Practice:
a. On whiteboard, show students a word before and after the silent e is added.
b. Discuss with students how the vowel sound changed.
c. Introduce words with silent e already added.
d. Allow students to come up and practice/model for peers
e. Model one example on worksheet before dismissing students to work on with peers.
3. Practice:
a. Allow students to work individually or in pairs to complete “make a bossy e word”
worksheet
b. Early finishers can log onto class ipads or student chromebooks to play silent e
learning games on https://www.education.com/games/silent-e/
4. Closure:
a. Gather students on carpet to “check-in”.
b. Finish by singing a new song about “bossy e”
c. Tell them that this week they will keep practicing silent e

Materials
 White board
 Silent e wand
 Youtube video: https://www.youtube.com/watch?v=mxVWScxsOsc
 “Bossy e” worksheet
 Pencils
 Exit ticket
 Chromebooks/Ipads
 Anchor Charts
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Monitor and Assess Student Learning

 I will monitor and assess learning in a variety of ways.
 I will pre-assess the student’s knowledge of the content through whole group discussion
before we begin the activity.
 I will use informal assessment by circling the room and observe the children and watch as
they complete their bossy e worksheet.
 An exit ticket in the form of a picture match will be provided at the end of the week
(formative assessment) to assess the students understanding of CVCe words. Students will
circle the picture that correctly matches each CVC and CVCe word.

 At the very end of the unit, I will provide a summative assessment on the entire unit. This
will include silent e concepts as well as vowel pairs (next lesson).
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References

Cunningham, P. (2017). Phonics They Use. 7th ed. Boston: Pearson.