Amber Vargas

1. TEKS 110.12 (b) (2) (B)

2. Big Understanding
- Learning short-vowel sounds is an important step to
becoming a successful reader.

Objectve
The students will distinguish between long- and
short- vowel sounds in spoken one-syllable words.

- Knowing vowel letter-sound relationships is a crucial

part of knowing the alphabetic system.

3. Assessment Evidence
Now that we have gone over short and long vowel sounds please create three sentences on your own that
contain at least one word with a short-vowel sound and one word with a long-vowel sound in each sentence.

4. Opening Hook
Begin the lesson by singing the following songs.
Long A
Where is long A?
Where is long A?
Here I am.
Here I am.
I am in cake plate.
Name, game, and snake lake. Aaaaaa
uuu

Long I

Long U

Where is long I?
Where is long U?
Where is long I?
Where is long U?
Here I am.
Here I am.
Here I am.
Here I am.
I am in a lime pie.
I am in a cute suit.
Bike, hike, and wide tire. I I I I I I
Cube tube and Junes flute. U u u

Long E

Long O

Where is long e?
Where is long e?
Here I am.
Here I am.
I can see Zekes feet.
He eats beans and real meat. e e e e e e

Where is long O?
Where is long O?
Here I am.
Here I am.
I am in a row boat.
Toads toe and Roses coat.

5. Instructional Strategies/Activities
- Sort long and short vowel frog and toad activity
- Recording Worksheet
- Short/long vowel poetry in guided reading groups
- Smart board game; Word Wall Slap

6. Materials/Resources
Picture directions
Frog and Toad labels
Recording worksheets
Smartboard lesson
Phonics Poems books (5)
7. Grouping Patterns
Work in heterogeneous groups to participate and discuss each center.

Amber Vargas

8. Ending, Summary / Reflection

Ask students to reflect on and share with a partner a short vowel and a long vowel word they remember.