Name: 

Noor Al-Sharabi Obs. #: 4

Subject Area: Reading Date: Wednesday, Nov 17th
Time Duration: 20-25 minutes Grade: 1st grade
Lesson Title: Word Work (short o vs short u)
Unit: 
Content Standard Alignment:

 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Lesson Objectives/Instructional Outcomes:

 Students will be able to identify/distinguish between short o and short u vowel sounds.
 Students will be able to associate vowel print with its corresponding short sound.
 Students will be able to recognize CVC words.
Instructional Materials/Resources:
 Short o vs. short u sounds
 Pencils
 Glue sticks
 Construction paper
 Scissors
Methods and Instructional Strategies 
Anticipated Student Misconceptions:
 Students may confuse short o and short u sounds.
 Students may say different words for pictures. Example, they may say puppy instead of dog.
Concept Prerequisites:
 Students will need to know their alphabet.
 Students will need to know that letters make up words.
 Students will need to know that words include letters and sounds.
 Students will need to know the difference between consonants and vowels.
Introduction- Anticipatory Set:  
 Introduction: “Today, we will be working  
on short o and short u vowel sounds.”  
 What short sound does o make?
 What short sound does u make?
 Can you think of an example of a CVC
word without short u or o sound?
Instructional Activities:  
 This lesson plan is dedicated for my final
station (station #1).
 The group who is with me will be working on
short o vs. short u vowels. They will have a
sheet that has pictures representing short o
and short u words. Students will then cut the
 pictures. They will glue the o picture to one
side, and the u picture to another. After,
students will have to match the pictures with
the correct column. The goal of this activity is
to allow students to distinguish between short
o and short u sounds. This may be a
confusing concept, given they sound so
similar. This activity tackles phonemic
awareness, as well as spelling CVC words.
 For choral response, I will have my group
sing the vowel song with me at the end as a
closure.
Key Questions:
 What is the word the picture is showing?
 Can you think of an example of a CVC word
without a short u or o sounds?
 What vowel does it have?
 Where is the vowel? Beginning, middle, or
end?
 Do you think you should glue this picture
under /u/ or /o/?
Wrap Up-   
Synthesis/Closure:  
I will close the lesson (my group) by asking, “What  
did we learn today? What sound does short u make?  
What about short o?”
Transition(s): After literacy centers, we have snack time. I will sing this song: Come on everybody
clean up with me x2. I will point to our schedule and say, “We just finished centers, what are we
doing next?” Anticipated students’ responses: snack!!!
Differentiation According to Student Needs:
 I will differentiate instructions based on how literacy centers go. For example, if I notice that
some students are struggling with logging in, I will tell them to bring their Chromebooks to
me so I can help them whilst staying with my group and keeping an eye on everyone
else. Another differentiation would be to have the higher students pick more
challenging books on RazKids.
Assessment (Formative and Summative):
 Formative assessment: I will hint to students if I notice that they glue a
picture on the wrong side of the sheet.
 Summative assessment: I will review at the end by asking students, “what is
the difference between short o and short u sound? Anticipated students’
response: they will hopefully tell me the two different sounds.
Personal reflection on the lesson: