EDPS 5350/6351 LESSON PLAN Name: Terra Baker 1.

INTRODUCTION Purpose of the lesson: Students will be able to identify the short I vowel and its sounds by listening to a story read aloud and performing activities as individuals. Content Goal written on the board: My main focus for this activity is for students to understand the concept of the short I vowel and its sounds. I want the to be able to write CVC words with the short I vowel in the middle. Examples: pig, dig, mix, hip. Common Core State Standards covered: Phonics: Reading: Foundational Skills Standard 2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). They will understand the concept of short I vowels. Behavioral Objectives: Students will understand the concept of short I vowels. They will understand how to create CVC words with the short I being the V. During the read aloud the students will know to be silent and listen as I read. Then during the activity they will work as individuals. They will be able to whisper and talk with others at their table if they need help. 2. EXPLICIT Interesting TEXTS: READING STRATEGY Usborne Phonics Readers Big Pig on a Dig: By: Phil Roxbee Cox and Stephen Cartwright INSTRUCTION Vic and Sid By: Cindy and Zach Clements FOCUS: Phonics (short i) Teacher MODELING and SCAFFOLDING: Declarative Knowledge: Students will develop the knowledge of the short I vowel. As we read through the two different stories, I encourage students to look and listen for the short I sounds and words that rhyme. This was accomplished by telling the students to listen for words that contain the short I sound in order to list them in their books. I also encouraged them to make up words, nonsense or real that they did not see or hear in the books that I read aloud. Date: November 6th Grade Level: 1st grade

Conditional Knowledge: This lesson is a very important one because this is necessary for the students to master. This will improve their reading and writing skills. Students need to know the sounds of the long and short vowels. They also need to know the difference between them. The children will use the long I sound and letter on a daily basis. Procedural Knowledge: I began this lesson by reviewing all of the vowels and their short sounds (A, E, I, O, U). Together we said short a says a, short e says e, short I says I, short o says o, and short u says u. Once we reviewed the vowels together as a class we then focused on the short I sound. I then reviewed our spelling words that have the short I sound in them. Our words this week are hit, did, in, six, big, and his. I asked them what all the words had in common to help them identify the short I sound. Once we finished reviewing our spelling words, I began to read the two books to the class as a whole. I then proceeded to read the book Big Pig on a Dig to the class. Once I finished reading the book I stopped and asked the children what words they heard that have the short I sound in it. Some examples of words were pig, dig, and big. I also asked them if they heard any rhyming words such as: pig and big, fat and cat and more. I

asked this so that we were able to review other concepts as a class. I then read the book Vic and Sid to allow the students to see and hear more short I CVC words. This book was very short but it had many great short I CVC words in it. Many of the words are repeating which was very beneficial for the students to see and hear especially my ELL students. This was beneficial to my ELL students because they were able to hear a word like Vic more then once. They were then able to repeat it back to me. I used the mini white board to write down short I words that the children heard in the book. As I wrote them on the board the children told me each sound then blended them together to make a word. I then explained to the students what our activity is for this lesson. I told them that we were making our own short I CVC book. I assembled a five-page short I book for each student in advance. There were five pages in the book and each page had __ I___ on it. Each page should have a word written on it also contain a picture. I explained to the students that creating their own short I book will help build their vocabulary and review the short I sounds. Once I explained this I told the students to head back to their seats and work as individuals. I made an extra worksheet for students who finish early and are waiting for others to finish. This worksheet has five pictures on it and the five names of them. This worksheet was a match worksheet for the students to work on when they finish early. I then told the students that they are to read each word and match it to the correct picture. Once they have matched all five pictures, they were able to color them. I then walked by to make sure everyone was finished, when they were finished I gave them a star on their book and told them to put it in their cubbies and take it home. I told them they could add it to their book collection we have been making. After taking them home they could read their books to their families and teach then the short I sound.

GUIDED PRACTICE: (teacher and students together) Guided practice was shown as I modeled, and used explicit instruction, to review the short I sound. I will read the book aloud to the entire class and as a group. Then the students will share what words they found in the book that contain short I. When it is time for the students to practice this strategy on their own during the activity page, I will walk around the classroom and help the students with questions. We also worked as a group to come up with words that have the short I sound from the books.

INDEPENDENT PRACTICE: (students on their own or with a partner) Students recalled words that had the short I sound in them, in a group and on their own. They will choose five words to write down in their own books. On the board there will be ten words for them to refer back to. They will write the words and draw their pictures on their own. They can however, talk with their table if they have any questions. 3. READING ENGAGEMENT: What engagement principle(s) are you choosing for this lesson? _____X___choice, _____X____collaboration, ____X____building concepts, _______relevance/real world interaction _______challenge Briefly describe HOW you will engage your students in this lesson. I engaged the students by reviewing our spelling words for the week. We will also review our vowels and their sounds before we actually use them when making our books. The students will understand how important the short vowels sounds are because of my explicit instruction. I will also keep them engaged by asking them to think of words that they hear during the readings that have the short I sound in them. I will make sure the students are getting the short I vowel sound by doing this. I will allow students at the end to share what they have heard and what words had the short I sound in them. I will also give them a choice on which words they would like to write down in their books. 4. DIFFERENTIATION. How will you simplify or provide challenge for students who need it? I used explicit instruction, so all students are provided with clear expectations, even the ELLs. I have chosen books that have a lot of pictures in them that are easy to see. I have also chosen books that have many rhyming words so the children will remember and learn words more easily. For the students who finish early I have created a second matching page for them to work on and practice their short I sounds.

5. WRITING/ASSESSMENT TOOL: I knew the students met the purpose of this lesson was by the responses to the questions that they give me. I will be using sticks to call on students to give me an idea who are in need of further help. I will walk around the classroom and check their books to see if they are getting the meaning about the short I vowel sound. If the students are writing and recalling words from the story, then I will know they have understood the lesson.

6. REFLECTION: Based on this lesson, what is your very next step of instruction? This lesson went very well. It was a review lesson on a phonics concept that we have already learned. Earlier that week we learned about the long vowels and their sounds. I would continue this review over the next couple of days with each short vowel sound (A E I O U). Once we have mastered the short vowel sounds and completed activities on each one of those, we would then move into the long vowel sounds. I think that working on each individual long vowel sound each day would help them understand them better. This activity took less time than I had anticipated. I think that I could have extended this lesson by having them write rhyming words to accompany each word they have created.