Lesson Plan Form

Candidate: Subject: Grade level(s): Date:

Celina Frausto ELA First Grade April 25, 2018
Standard​:
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
Students will learn to distinguish long from short vowel sounds.

II. LEARNING OUTCOME (Objective):

Students will be able to identify and distinguish (level of cognition) long and short vowel sounds (content)
by participating in a long and short vowel sorting game, and then, completing a worksheet with digraphs
for each vowel. (behavior or activity)

DOK/Cognitive Rigor Level:

Level one and two.

Purpose: ​Why are students learning this? Why is it important?

Students will be learning about long and short vowel sounds because they need to be able to distinguish
long from short vowel sounds in spoken and written single syllable words.

Language Demands​:
What vocabulary will be learned throughout this lesson?
Students will be learning single-syllable words with long and short vowel sounds.

III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?
The lesson that will come before this lesson is a review of the vowels and its sounds. Then, the lesson that
will come after this lesson is that students will be asked to read a passage which will include words with
long and short vowel sounds. After that, students will be asked to fill out a chart with the long and short
vowel sound words that they found in the passage.

IV.​ ​INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?
I will start by asking my students if they know what short and long vowel sounds are, and if they don’t
know; I will ask them if they know their vowels and their sounds. I will also use some of their names to
demonstrate them some long and short vowel sounds.

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: ​Go over instructions of the short and long vowel sorting game.
a. What will the teacher do?
I will explain to my students the instructions of the short and long vowel sorting game. I will
tell my students that each student will receive a short and long sorting mat. Thus, in those mats, they will
have to place the cards on the mat that they think is the correct mat according to the sound that the words
in the cards make.

b. What will the students do?

Students will be sitting down quietly. They will listen for directions and wait for the teacher to
distribute the short and long sorting mats.

Step #2: ​Explain to students that they will have to take turns.
a. What will the teacher do?
I will tell my students that they will take turns selecting cards from the pile and placing the
cards on the correct short or long sorting mat.

b. What will the students do?

Students will be sitting down quietly. They will listen for directions.

Step #3: ​Explain who will start first.

a. What will the teacher do?
I will tell my students that the student sitting down on the left will start the game, and then we
will move on with the student to the right because this is how we read a book.

b. What will the students do?

Students will listen for directions and get ready to start the game.

Step #4: ​Start the game.

a. What will the teacher do?
We will start with the game, and I will ask the first student to select a card from the pile and
place it on the correct short or long sorting mat.

b. What will the students do?

The first student will select a card and place it on the correct short or long sorting mat while the
other students will be waiting for their turn patiently. Students will continue with the game until the
cards on the pile finish.

Step #5: ​End the game.

a. What will the teacher do?
I will be observing the students play and assisting any students who need help.

b. What will the students do?

Students will continue playing until the cards on the pile finish.
C. APPLICATION ACTIVITY:
How will students apply what they learned?
Once the students are done with the game. I will give them a recording sheet in which they will write
the words from the short and long sorting mats in the correct column according to the short and long
sound.

D. MATERIALS & RESOURCES:

What do you need for the lesson?
● Picture cards with words
● Short and long sorting mats
● Recording sheets

V. ASSESSMENT STRATEGIES:

Formative​:
How will you check for understanding throughout the lesson and monitor progress?
Once the students are done with their recording sheet, we will go over the correct answers and I will
clarify any questions that they might have.
-In class discussion.

Summative​:
How will you know if they mastered the standard?
No summative assessment will be given at this time.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
How will differentiate for struggling students and high achievers? (Modification)

Emerging Bilingual Students:

● For the emerging bilingual students, I will encourage them to use their home language to
clarify and reinforce their learning. I will also have picture cards with words.

Students Performing Below Grade Level:

● For the students performing below grade level, I will work with them one-on-one, break
down the assignment and provide them more time for the activity.

Students Performing Above Grade Level:

● For students performing above grade level, I will have picture cards with more complex
words.

VII. CLOSURE:
How will you conclude the lesson?
I will conclude this lesson by briefly summarizing what they have learned and ask students to share
something that they learned by playing the short and long vowel sorting game.