Teacher: Kendra LeMay

Subject: English Language Arts

Title of Lesson: Words Their Way

Date: December 4, 2014

Grade Level: 4
Lesson Length: 20-25 minutes per
group

Overview of the Lesson

Lesson Summary:
In this lesson, the students will be practicing their basic vowel sounds.
Lesson Objectives: The students will be able to
Group 1
Students will be able to identify short and long o spelling patterns.
Students will be able to read, sort, and write words with the short o CVC and the long o CVCe
and CVVC-oa spelling patterns.
Group 2
Students will be able to identify short and long o vowel sounds and spelling patterns.
Students will be able to read, sort, and write words with a short o CVC or long o CVCe
spelling.
Materials/Equipment to be Used in Teaching the Lesson:
White board
Dry erase marker
Big Book of Rhymes
Student book for sorting
Massachusetts Framework Standards:
RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
Enduring Understandings: These are the ideas students will remember forever.
Big Ideas: Phonics
Concept Ideas: Decoding
Essential Questions:
What are the patterns of long o and short o?
Content
Factual Content:
The students will learn how to decode words using basic phonics skills.
Vocabulary:
Tier 1:
Group 1
Love
Group 2
home

Tier 2:
Group 1
Chose, whole
Group 2
Hole, broke
Tier 3:
Group 1
Slope
Group 2
Those
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
The students will understand the spelling patterns of long and short o. They will be able to
apply this knowledge when decoding words while reading.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
The students will have to complete a word sort, which will show the mastery of the concept.
They will need to self-check as well as work together as a group.
Performance tasks: The students will sort words that contain the long and short o patterns.
Informal Assessments: I will be continuously monitoring the students performance in the group.
The students will first need to understand the spelling patterns and then sort the words accurately.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Procedures/Transitions

Explanation

Group 1
a) I will write three words that have the CVC, CVCe, and
the CVVC pattern. The students will need to talk
together to figure out which words will have the long
o and the short o.
Group 2
a) I will write two words that have the CVC and the
CVCe pattern. The students will need to talk together
to figure out which words will have the long and
short o.
Procedures:
Group 1
a) The students will come and sit at their seats in the group.
b) I will present the white board to the students with the
CVC, CVCe, and the CVVC patterns.

c) I will have the students turn and talk about what the
sounds of the vowel may be.
d) We will then have a whole group discussion and talk
about the different patterns in the words.
e) I will then have the students read the big book of rhymes
aloud.
f) After reading the big book of rhymes, I will hand out the
word sorts.
g) The students will be expected to place the correct words
into the proper columns.
h) The students will need to use the strategies they learned
in the beginning part of the lesson and apply it to this
activity.
i) Once the students have completed the word sort, we will
come together as a group and review the words.
j) Each student will take turns and read off one word while
the other students listen and take that word off of their
paper.
k) Once the students have completed the review, they will
paperclip their words back to the paper.
Group 2
a) The students will come and sit at their seats in the group.
b) I will present the white board to the students with the
CVC and the CVCe patterns.
c) I will have the students turn and talk about what the
sounds of the vowel may be.
d) We will then have a whole group discussion and talk
about the different patterns in the words.
e) I will then have the students read the big book of rhymes
together.
f) After reading the big book of rhymes, I will hand out the
word sorts.
g) The students will be expected to place the correct words
into the proper columns.
h) The students will need to use the strategies they learned
in the beginning part of the lesson and apply it to this
activity.
i) Once the students have completed the word sort, we will
come together as a group and review the words.
j) Each student will take turns and read off one word while
the other students listen and take that word off of their
paper.
k) Once the students have completed the review, they will
paperclip their words back to the paper.
Closure

As the students wrap up, I will ask the students what vowel sound we
worked on today. I will have them give me one word of each area of
vowel sounds.

Homework/Extension
Activities

The students will be working on vowel sounds and word patterns

throughout the year.