p.

Madison Sullivan
EDUC 432
Microteaching Small Group Lesson Assignment Template

Context for Learning

Learners

This lesson will be taught to a group of 6 students (AK, MR, ER, CG, NP, JP) who need further instruction in
long vowel sounds. We have been working on long vowel sounds during whole group phonics instruction.
This group of particular students is considered to be the “middle” group out of three groups of students in our
class. They all demonstrate passion for learning, participation, and engagement within lessons, but need
further instruction on reading and recognizing long vowel sounds – especially for words written in a CVCe
format. All students typically struggle with the silent “E” rule and will either say the “E” or will not read the
word with a long vowel sound, but rather a short vowel sound.

Description of Learning Sequence/Progression

During whole group instruction, our lessons are focused on a performance-based assessment which is given at
the end of the unit. These performance-based assessments will tie together all of the skills taught to students
in reading, writing, grammar, and phonics. We use the ReadyGen curriculum for grade 2. The specific
phonics lesson that was given on long vowels and silent “E” was during Unit 1: Module B. Module B is
focusing on a short story called, Snowshoe Hare’s Winter Home. This short story includes many words with
long vowel sounds as long as CVCe words for students to practice reading/saying words with long vowel
sounds.

We do a short phonics lesson at the beginning of each whole group reading/writing lesson. Based on student
performance during whole group, we determine how to group students based on their own needs for small
group time. We found that the students that this small group lesson is focused on all struggled with long
vowel sounds in the same way in that they needed extra practice using the silent “E” rule with CVCe words.

During small group instruction, we use a skill-focused model meaning that we will focus on this particular
skill throughout the entire lesson. We also use the Words Their Way progression for how we teach phonics in
small group. This is the second step of the progression for Words Their Way. Because these students were a
middle group, our other two groups were focusing on different skills during small group time. This skill
happened to fit in during small group at a beneficial time for our students because we were
reviewing/teaching it during whole group, whereas given the different sequences and progressions, students
in other groups may not have received this privilege.

Allyn, P., Hiebert, E. H., Pearson, P. D., & Vaughn, S. (2016). ReadyGen Teacher's Guide: Unit I Grade 2.
Pearson.

Relevance/Rationale
Instructional Select your instructional approach.
model ☒ Explicit Instruction/Gradual Release Model (I do, we do, you do)
 p. 2

☐ Cognitive Strategy Instruction

☐ Inquiry or Exploration
☐ Teacher guided or teacher supported practice (e.g., guided reading)/ Scaffolded
Instruction
☐ Other __________________________________

Select the grouping model (indicate all that apply).

☐ Whole class
☒ Small group (specific grouping/homogenous groups/heterogeneous groups
☐ Small group (student-selected groups)
☐ Partners

Research Support for Instructional Procedures:

During this lesson, I will be using a picture sort to help deepen students’ understanding of
long vowel sounds in CVCe words. Picture/word sorts are beneficial to students because
they are used to categorize words based on common components. In the case of this lesson,
the common component is the silent “e” rule and long vowel sounds in CVCe words
(Evidence Based Intervention Network 2018).

I will also be using modeling to teach how to recognize and read CVCe words. Following
that instruction, I will have students read a set of random words orally to assess students’
ability to recognize long vowel sound patterns in CVCe words. Modeling is beneficial to
students because it provides specific, explicit, and flexible ways of thinking and
conceptualizing of new and unfamiliar concepts. This will help students when they are
working independently because they can adapt to a way of thinking that is modeled to them
(Regan & Berkeley, 2011).

Prior Student Pre-assessment data collected on 10/26/2020.

Learning/
Baseline/Pre- CG – 1/10 = 10% correct
lesson data AK – 2/10 = 20% correct
NP – 2/10 = 20% correct
JP – 0/10 = 0% correct
MR – 1/10 = 10% correct
ER – 3/10 = 30% correct

I went into a breakout room with each student one-on-one. I shared my screen and shared a
slide with one word per slide. Students read the word on their screen to the best of their
 p. 3

ability. The six students in this group had a score ranging from 0-2 words (out of 10) on an
assessment of reading words orally written in a CVCe format. This means that the average
score of students was 15% correct. All students who read words incorrectly read them with
a short vowel sound, not taking into account the silent “E” rule on CVCe words and reading
them with a long vowel sound. This suggests that students have a misunderstanding of the
silent “E” rule and/or of long vowel sounds.

**(Students named are blocked out for confidentiality purposes, but their initials with their
scores are above)**

Technology

Since we are virtual, technology is a critical component of this lesson. We will be communicating via Zoom
in a breakout room with myself and the group of 6 students. I will be using YouTube for an introductory
video on the silent “E” rule and sharing my screen, so students are able to hear and see the video. I will also
be using Google Jamboard during the lesson so that students are able to manipulate their own “board” while I
am able to view their work and progress from my own screen. I will be sharing the link with students via the
chat feature on Zoom and allowing students to use this to complete a picture sort. I also used Google Sheets
to collect my baseline pre-assessment data of students.

Access for All Learners

Instructional
and Material N/A
Adaptations
Differentiation
of Objectives, Since this lesson is focused around a specific group of learners all at very similar academic
Content, levels, no differentiation of content will be necessary for this lesson. However, throughout
Process, or the lesson, I will be sharing my screen and providing a visual, oral, and auditory way for
Product students to know what we are talking about and what is going on in the lesson. This will
help students follow along in the lesson and become more engaged with being provided
visual rather than me talking at them during instructional time. This will also allow students
to view the spelling of the word as it is being said, since we are focusing on long vowel
sound patterns in CVCe words.

Positive
Behavior Students will be continually praised and given positive feedback throughout this lesson
Supports: based on their engagement and willingness to participate in the lesson. If students become
disengaged or are not using the technology properly, students will be redirected in a
positive way to remind them what they should be doing. Students will be reminded of the
hard work they have completed today and appreciated for their willingness to learn.

Resources/Materials

 YouTube
o https://www.youtube.com/watch?v=gp1UmVSlLJ4
 Google Jamboard
o https://jamboard.google.com/d/1VVRezw5DC3QNil5nYreCjC9gKmkbilhORtrj66Dtbm0/edit
?usp=sharing
 p. 4

 Zoom (If virtual teaching)

 Google Sheets (For Pre-assessment data)
 Lesson Plan
 p. 5

Lesson Plan
Skill and Strategy Instruction

Subject(s): Small Group ELA – Phonics (Long Date & Time: Tuesday, October 27, 2020
Vowel Sounds with Silent “E”) 2:15-3:00 PM

Grade: 2 Group Size: 5

Common Core Learning Standard(s) Addressed:

CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-Literacy.RF.2.3.a
Distinguish long and short vowels when reading regularly spelled one-syllable words.

Learning Target(s)/Lesson Objective(s):

Given a picture of something with a long vowel sound in a CVCe spelling (silent E), students will be able to
successfully sort them into the appropriate vowel (A, E, I, O, U) with 4 out of 5 of their pictures using
Jamboard.

Students will be able to correctly read CVCe words orally with the proper long vowel sound/silent E on the
end of word for at least 4 out of 5 words given to them on a list at random.

Lesson Assessment and Criteria:

Objective 1: I will be sharing my screen with students individually in a breakout room. One word with a long
vowel sound in a CVCe format will be displayed on the screen. Student will be asked to read the word aloud.
A spreadsheet will be developed to record students’ oral responses. Students will meet the objective if they
are able to orally say the word with the correct long vowel sound and recognizing that the word has a silent
“e” on the end for at least 8 out of the 10 words given to them (this procedure is the same for the pre-
assessment data).

Objective 2: I will be sharing the link to the Google Jamboard with the word sort. Each student will have their
own “board” with their names on it. Students will be prompted to use the arrows to find their board with their
name on it. Once there, students will be prompted to sort out the pictures given to them on their boards. Their
final boards will be evidence to record their responses. Students will meet the objective if they are able to use
the pictures provided to them to correctly sort out the words/pictures at least 4 out of 5 times.

Instructional Procedures
Lesson Introduction & Activating Strategies [5 min]

Today we are going to be practicing reading words with a long vowel sound. Remember a long
vowel sound is when the vowel in the word says its name! A lot of words with long vowel sounds
have an “e” on the end. The “e” on the end of the word is silent which means that we do not actually
 p. 6

hear the “e” in the word. The “e” has a magic power that changes the vowel sound from a short
vowel to a long vowel! Let’s watch this video to learn more about how the magic “e” changes some
words! https://www.youtube.com/watch?v=gp1UmVSlLJ4

I can see from the video that the magic “e” changes some words that we hear and read a lot during
class. (Share screen and show the word cub) We have been reading a story that has a character that
has a cub in it. Everyone say the word cub. What vowel sound do you hear? “Uh” which is a short u.
Now, watch what happens when we add the magic “e” on the end! (Share screen and show the word
cube) We use our Cubes strategy every day in math! Everyone say the word cube. What vowel
sound do you hear? We hear the long vowel sound for U! Now say cub and cube again. Do you hear
how the magic “e” changed the word? Give me a thumbs up if you can hear the long vowel in cube!

Today we are going to learn how the magic “e” changes tons of different words! We are going to
practice reading them by themselves, reading them in a story, and looking at different pictures of
things with a long vowel sound and seeing if we can hear which vowel it may be! Hearing long
vowel sounds will help you read and understand words better. Let’s get started!

Review of Prior Learning [5 min]

Last week during small group we talked about short vowel sounds. We looked at a lot of CVC
words. What are the 5 vowels again? What is the difference between a short vowel and a long
vowel? (Have 1-2 students respond) Great! Let’s say our short vowel sounds together to review
them. Now let’s say our long vowel sounds together. We are going to read some short vowel CVC
words together to review what we did last week. (Share screen with short vowel CVC words on
screen). Let’s unmute and all read these words together! (Read words together) Great! We will be
using what we know about short vowel CVC words to help us today in reading words with a long
vowel sound.

Teaching Strategies [15 min]

We are reading some new words today that we might not be sure how to say. First, ask yourself,
“Have I seen this word before?” Then, try to say the word aloud if you know what word it is. If not,
remember the rule that when an “e” is added on to a CVC word with a short vowel, then the vowel
changes to a long vowel and says its name but the “e” on the end is silent.

Watch me as I read these words aloud. I am going to show you how I sound these words out if I am
unsure and how some of these words with long vowels compare to words that I might already know
that have short vowels and no “e” on the end.

The first word we talked about is cub. We added an “e” on the end and the word became cube. First,
I looked at the word cube and thought to myself, hm…I know that c-u-b spells the word cub. I know
this because I know what a cub is and have read a story about cubs before. Now, I will add an “e” to
the end. I know that when I add an “e” to the end of a CVC word with a short vowel, then the “e”
changes the word to a long vowel sound! That means that the “uh” sound in cub becomes a “u”
sound because long vowel sounds means the word says its name. I know the word cube too now that
I realized what the word c-u-b-e is. I am going to use this strategy to practice with another word.
Let’s look at the word “hop.” First, I think to myself if I know this word. I know the word hop
because I like to hop around on one foot. Now, I will add an “e” to the end. I know that when I add
an “e” to the end of a CVC word with a short vowel, then the “e” changes the word to a long vowel
sound! That means the “a” sound in hop becomes a “o” sound because long vowel sounds mean the
 p. 7

word says it name. I know the word hope too now that I realized what the word h-o-p-e is. This is a
good way to read some words with long vowel sounds that I might now be sure how to pronounce!

Practice Strategies: Guided Practice Activities and Formative Assessment (Check for
Understanding) [20 min]

Ok, now we are going to sort some words together. I showed you how to read words with a long
vowel sound and a silent “e.” We are going to do the same thing, but instead of reading only words,
some will be pictures!

Tell Stage
Let’s preview some of our words and pictures that we will be sorting together. First, you are going
to look at the picture – what is the picture of? Think about what the picture might be and what you
know about how to say the name of the picture. Take a minute to think. Ok, now you are ready to
sort the picture. You should look at each long vowel column: A, E, I, O, and U. Say the different
vowel sounds aloud to yourself. Now, say the name of the picture or the word aloud to yourself
again. Think about which long vowel sound you can hear. Great, now you are going to sort the
picture in the correct vowel sound’s column. You will drag it with you mouse over to the column
that it belongs in. Take a minute to practice dragging it over. You can unmute and share which
column you chose for your first picture and what the picture is of. Great, now you are going to keep
doing for the next 2 pictures. How are you able to use our silent “e” or magic “e” rule to help you
sort out your pictures? (Take several responses)

Ask Stage
Now we will practice sorting some more pictures together. These pictures are a little more
challenging than before, because they have long vowel sounds in the beginning of the word instead
of in the middle of the word. What should you do first when sorting out your pictures? Call on a
student or two to hear their responses (students should know to say the word aloud to themselves,
say each vowel sound, say the word again to determine which vowel sound they hear).
Great, you will think about what you know about long vowel sounds to help you. Ok, take a minute
to think. What do we know about long vowel sounds already? Think of one in your mind. Give me a
thumbs up when you have a thought and are ready to share with the group. Have 1-2 students
unmute and share what they know about long vowel sounds.

Now that we have thought about what we know about our long vowel sounds, we are going to do the
second step of sorting our pictures. What is the next step? (Students should know to say the word
aloud to themselves, say each vowel sound, say the word again to determine which vowel sound
they hear). Call on a student or two to tell us their next step. Great, you will drag a picture out, say it
aloud to yourself, say your long vowel sounds aloud: A, E, I, O, U, and then say the word again to
determine which long vowel sound you hear. What long vowel sound do you think is in the next
picture? Let’s share which long vowel sound we heard. Why do you think that?

Remind Stage
Let’s sort a couple more pictures together. Remember, you are going to look at the picture first,
think of the word that it is a picture of, say the word aloud, say the long vowel sounds aloud: A, E, I,
O, U, and say the word again to determine which long vowel sound you hear. This should take you a
few tries saying the word aloud and some really great 2nd grade reading skills! When you are
finished sorting your pictures, unmute yourself and tell me so that I can check your board.
Remember we are all going to check our boards and read the words together!
 p. 8

Check for Understanding

When students unmute themselves and all students are finished, ask them the following and record
response on checklist:
 What do you think this is a picture of? (show a picture of a cube)
 Why do you think that?
 What is another possibility that this is a picture of? (Prompt students that it could also be
box)
 What is the reason that we know that it is a picture of a cube instead of a box? (Because box
has a short vowel sound and cube has a long vowel sound)
 Show random words to students and ask individual students to read aloud the word. Each
student should get to read 5 words in the CVCe format.
Use this information to make decision about moving to independent practice or reteaching content to
students.

Practice Strategies: Independent Practice Activities

Now it’s your turn to try it on your own. Look at the pictures that you have left. Use our strategy of
saying the word aloud, saying your long vowel sounds, and saying the word again to sort out the rest
of the pictures and to hear the long vowel sounds. Do this for each picture that you have left. Make
sure you are saying the words aloud so that when we review our pictures, you know which word you
are going to say. You will do this for all of the pictures left on your board.

Lesson Assessment [10 min]

As students are sorting their pictures on Jamboard, the placement of their pictures in each column
will be evidence to show they know which long vowel sound is in the word. This will be done in the
context of students’ independent practice.
After the Tell, Ask, Remind stage of the lesson, I will be checking understanding following our
independent picture sort activity. Students will be given a word displayed on their screen (by sharing
my screen) and asked to unmute and read the word aloud. These words will be in a CVC format. Use
the “Magic E” character to add an “e” to the end of each CVC word on the sticky notes to create a
CVCe word. Have students read the CVC word first, add the “e” and then have students read the
CVCe word to notice the change in the vowel sound. Take note of whether or not students say words
correctly to see if students meet objective 1 of lesson. Students will rotate reading aloud different
and random words. All students will read 5 words.

Re-teaching/Enrichment & Fast Finishers/Filler Activity:

If students finish early, share link with them to another Jamboard slide with a short story (couple
sentences) to a decodable reader using the long vowel sounds with the CVCe pattern. Instruct
students to read the story to themselves and write down the CVCe words that they found when
reading the story. If they still have extra time, encourage students to also answer questions to the
story!
Lesson Closing/Summarizing Strategies [5 min]

Ok, let’s wrap up our lesson today. Today we learned how the silent “e” rule on CVC/CVCe words
changes the vowel sound in the word from a short vowel to a long vowel. We learned how to read
 p. 9

words with a long vowel sound and some strategies to use if we are not sure what word we are
reading. What are some strategies to use for unknown words? (Have 1-2 students share)

Tomorrow during small group, we are going to be practicing with some more words and pictures to
continue practice with our long vowel sounds. We are going to be focusing on long A and long O
words tomorrow. Let’s make a list of words with long A and long O vowel sounds that we can read
at the beginning of small group tomorrow to help us practice with our long vowel sounds.

Notes:
 p. 10

Reflection

Part 1: Describe your implementation of the lesson.

What changes did you make to the original lesson plan while you were teaching? Were these changes
appropriate?

Something that I found to be really challenging during this lesson was reading the CVCe words orally for
objective 2. Since we are virtual, it was difficult to find a way to do this with complete fairness to each
student. I was planning on having students individually in a breakout room but did not realize how unrealistic
that was because it would have been way too timely to constantly switch between breakout rooms and getting
students to join/return to the main session. I changed this part of my lesson plan by keeping each student in
the breakout room with me and having them rotate through the words as their classmates read the other ones
on the slide. I think this change was appropriate because it allowed the flow of the lesson to continue at an
appropriate pace. Of course, if we were in-person this would not have been an issue so in the future I am sure
that I could leave the lesson plan as is and work with students one-on-one.

How were students able to use the content information and academic language/content to communicate
their understanding orally or in writing? Cite specific examples.

Students were able to use what they knew about the silent “e” rule and correctly apply it to the appropriate
words. When we completed the oral read aloud of the CVC to CVCe words, students were able to say the
magic “e” changed the short vowel in the word to long vowel demonstrating understanding and using the
magic “e” rule correctly. Also, by using the terms “short vowel” and “long vowel” correctly, students were
able to use this academic language to demonstrate their understanding of the changing of the vowel sounds.
While there was no academic language being used during the picture sort since it was an independent work
assignment and students were muted, they were able to demonstrate their use of the content information from
the lesson in how they sorted their words to the proper vowel sound.

How did you use feedback to support student learning (such as reinforcement of correct responses,
feedback and questioning to elicit understanding, corrective feedback)? Cite specific examples and
describe their effectiveness.

I provided positive feedback as much as possible during oral reads of unfamiliar words to build confidence in
students’ reading skills and phonics skills. As I was circulating through each student’s board during the
picture sort, I attempted to scaffold a student’s response into understanding the correct vowel sound. For
example, this could have been scaffolding a student to try to realize if they thought a picture was a different
word. I did this as best as I could without giving away an answer to a student. I helped some students realize
that the “cube” was not actually a “box” and that the picture of ice was just the word “ice” and not “icecube”
(because icecube has both a long I and a long U sound). I also gave positive feedback for words that students
all got right. If I saw all students have a word correctly sorted, I would say things like, “Wow! You are all
doing a fantastic job so far. Everyone was able to hear that in the word “cake” there is a long A vowel
sound.”
Lesson Data Table/Chart

Objective 1: Picture Sort

 p. 11

Objective 2: Oral Read

CG: 5/5
AK: 4/5
NP: 4/5
JP: 3/5
MR: 4/5
ER: 5/5

Part 2: Make a claim and cite evidence of the effectiveness of your lesson.

How many students did and did not meet your instructional objective? Cite assessment data to support
your claim.

For objective 1, there were five different categories to meet the objective – one for each long vowel sound: A,
E, I, O, U. Five of six students met each category for objective 1. One student, JP, did not meet the objective
for the long U vowel sound, but did meet the objective for the other four vowel categories. JP’s pre-
assessment data was the lowest of the group, as he received a 0/10. Considering his pre-assessment data, I
think he made a lot of progress throughout the lesson, although he could still use some extra practice with
CVCe words and long vowel sounds. Refer to Data Table 1 for scores for all students.

For objective 2, students were asked to read different CVC words turned into CVCe words by adding an “e”
to the end. Similar to objective 1, five of six students also met the objective. JP was the only student who did
not meet the objective for objective 2. As stated before, I do think he showed a significant amount of progress
but could definitely benefit from additional practice and instruction. Refer to Data Table 2 for scores for all
students.
 p. 12

For students who met the objective, what lesson factors and instructional (or teacher) factors were
associated with their success?

For students who met the objective, I believe that the Silent “E” teaching strategy slides helped aid in their
success. I also think that modeling helped students hear and see the changes in CVC words when an “e” was
added to the end of the word. By me showing the CVC word on my screen, showing how I decode the word
to read it with the short vowel sound, add the “e” and then showing how the process of me decoding the word
and the sound changing to a long vowel sound really helped students understand the rule of silent “e” better
and how the vowel sound changes in the word. I also think the picture sort helped students because for
students who are not strong or confident readers, they did not have to read a word they might be unfamiliar
with, but they had to recognize it from a picture. This is easier for students to hear the long vowel sound in a
word to help them locate long vowel sounds better.

For students who did not meet the objective, what lesson factors and instructional (or teacher) factors
were associated with their lack of success? What instructional or management changes to the lesson are
needed so that all students could reach success? What changes to instruction, guided and/or
independent practice, or other parts of the lesson would you make if you were to teach this lesson
again?

I think for JP, he did a really great job at keeping up with the group he was in. He was the only student who
did not meet the objective, but he is also typically placed in a lower group. For him being able to still
participate and engaged in this lesson really said a lot about the type of learner he is. JP also uses English and
Spanish about half and half at home, so his exposure to English is lower than his peers. I think this might be
why he struggles learning some of the rules for certain words – such as silent “e.” Given his pre-assessment
data, he has come a long way but will need more explicit instruction in the future. I think for students like JP,
to expose them to English more while also practicing with this rule and long vowels, doing both a picture and
a word sort could really benefit them. They can practice listening to certain vowel sounds and reading them in
certain words. I also think that during the picture sort, using more concrete pictures might be easier for some
struggling students, because I noticed there were some misconceptions about what some of the pictures were.

Part 3: Plan future instruction

What future instruction is needed? (Consider the following: For students who met the lesson objective,
how will you extend instruction? For students who did not meet the lesson objective, how will you re-
teach or remediate? What grouping strategies will you use?)

For students who met the objective, I think consistent practice and exposure to these words will be essential.
This could be done in some fast finisher activities, their independent work, or in short stories or read alouds
that we do in class. I also think that warm-up activities (like the CVC warm-up we did to review our short
vowels) is a great way to incorporate continued learning of their long vowel sounds and CVCe words.

For students who did not meet the lesson objective (JP), I think that he would benefit from consistent
practice. I think he understood the rule but struggled because of his lack of exposure to certain English words
and reading in English consistently. I think that in time, he will master this skill fairly easily. I would
probably re-group him so that he can move at a pace that is better suited for him. I would not move him on to
blends yet (the next unit in Words Their Way), until he consistently meets the objective for a few different
small group lessons on long vowels. I think more individualized instruction might be necessary, which could
include more differentiation during whole group and/or exposure to CVCe words.
 p. 13

Lesson Materials

 Google Jamboard slides:

o https://jamboard.google.com/d/1VVRezw5DC3QNil5nYreCjC9gKmkbilhORtrj66Dtbm0/edit?
usp=sharing
 Google sheets slides for pre-assessment/assessment data:
o https://docs.google.com/spreadsheets/d/1r16MdKNTJ50wxk44mjYwM0UIfrvqG5eoppCR67Ek
SJU/edit?usp=sharing
 YouTube video:
o https://www.youtube.com/watch?v=gp1UmVSlLJ4

 Warm-up activity:
 p. 14

 Silent “E” teaching strategy slides:

 p. 15

 Picture sort – slide shared with students

 Picture sort – master key

 p. 16

 Fast finishers:

 Oral read CVCe slide:

 p. 17

 Final review slide:

 p. 18

References

Allyn, P., Hiebert, E. H., Pearson, P. D., & Vaughn, S. (2016). ReadyGen Teacher's Guide: Unit I Grade 2.
Pearson.

Evidence Based Intervention Network. (2018, April 8). https://ebi.missouri.edu/?p=1508.

Regan, K., & Berkeley, S. (2011). Effective Reading and Writing Instruction. Intervention in School and Clinic,
47(5), 276–282. https://doi.org/10.1177/1053451211430117