TCNJ Lesson Plan

Phonics: Long O-e

Student Name: Jessica Burch School Name: Clara Barton School

Grade Level: 1st Host Teacher’s Name: Mrs. Silva

Guiding and/or Essential Questions:

1. Why are we learning about using long vowels?
2. How does knowing the magic e rules make us better readers and writers?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)
Students will have background knowledge on the types of long vowels we will be working with
in the lessons this week. This lesson will be more so of a review lesson with a few newer skills
that students may not have mastery over, but all of the long vowels that have been taught this
week will be review from their prior knowledge of long vowels.

Standards:
RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using
knowledge that every syllable must have a vowel sound to determine the number of syllables in a
printed word.
RF.1.2. A. Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3. C. Know final -e and common vowel team conventions for representing long vowel
sounds.
RF.1.3. D. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to review long vowel
and short vowel words.
Students will be able to read and write
words listening for long vowels and short
vowels.
Students will be assessed by class discussion and
involvement in whole-class instruction and activities,
such as finger spelling/tapping
Students will be assessed by completing the o-e
worksheet labeling long O vowel vocabulary terms
in their phonics packet
Materials/Resources: (List materials, include any online or book references and resources)
● Slides
● Student Phonics packet (Long o worksheet)

Plan for set-up/distribution/cleanup of materials:

● The students will bring their whiteboards to the carpet at the beginning of the
lesson
● I will conduct the lesson. After this, I will dismiss students to bring their
whiteboards back and to retrieve their phonics folders from the side of the room
and to go to their seats
● They will then bring over their phonics packets to their desks and start the long o
worksheet
● I will portray the worksheet on the board for students to refer to and then
eventually go over the answers

Step by Step plan (numbered):

1. Lesson beginning/Instruction: I will start the lesson by introducing what we have been
working on with long vowels and how we want to acknowledge the types of sounds these
vowels (with the silent magic e) make.
2. I will then ask the students to tell me what images they see and whether that word has a
long O sound or a short O sounds and how they know
a. If students are behaving with their whiteboards and time allows, I will ask them to
write the image they see on the slides on their whiteboards
3. After we go through each image on the slide, I will go to the video slide
4. Video: I will then play a brief video, pausing and/or verbally suggesting students to
sing/speak along with the video
5. After the video, I will then transition back to slides for a silent e practice
6. Silent e practice: I will start by saying the first word on the slide to show an example of
what students are expected to do for all of the other examples
7. I will state the word without the magic e, then transition to put a letter e on the slide to
make a new word. I will then instruct the students to do the same as we go through each
word.
8. I will then go through each word on the slides, adding a silent e to each word/word part
9. O-e blending drill: I will then transition to the blending drill, where I move transition to
those slides, showing students what they should be doing by giving an example
a. I will model by finger tapping a word from the board, where they follow along
with me, and we blend the word together
10. I will do this for a few more examples of the long O sound until students are showing
mastery of this skill
 11. Finger spelling: I will go back to the original slides to go back to the fingerspelling
directions. For each word I do:
a. I will say a word, students will repeat
b. We all put it all on our fingers as a class to finger spell it
c. We will all blend the sounds together
d. I will tell students to write the sounds/word they hear on their whiteboards
12. I will conduct this for a few examples until I see most students are reaching expectations
13. Worksheet/activity: I will then introduce the similar worksheet we have been working on
this past week, explaining the directions once again.
14. I will call students by carpet square rows to go get their phonics packet and go to their
seats and to get started on their worksheet.
15. I will then allow a certain amount of time for students to finish their worksheet
a. If students finish early before I go over it as a whole class, they may color the
pictures
16. Go over worksheet/closure: as a closure, I will gain the students’ attention once again to
go over the worksheet. I will ask a student for each image, what they wrote, and write it
on the board, encouraging them all to check their answers.
a. If time allows, I will ask students to raise their hands and tell me (or turn and talk)
any word that has a long O sound in it to close the lesson

Key Questions (that you will ask):

1. What is the job of the silent e?
2. What does a long vowel sound like? Short vowel?
3. What words have the long O vowel sound?

Key Vocabulary (with child friendly definitions)

● Long vowel sound – a word where the vowel says its name (oval)
● Short vowel sound – a word where the vowel makes its vowel sound (octopus)

Logistics:
Timing: Given around 30 minutes (9:10 - 9:45am)
● Intro/video - 10 minutes
● Silent e practice - 3 minutes
● O-e blending drill - 3 minutes
● Finger spelling - 2 minutes
● Students complete worksheet - 7 minutes
● Go over worksheet/closure - 5 minutes
.
 Transitions:

I will transition from the carpet activities to the worksheets by dismissing each row on the carpet
who looks the most ready. I will instruct students to put their whiteboards away and to grab their
phonics packet and to bring it to their seats.

I will transition from the students working on their worksheets to the closure by using a calling
to gain students’ attention so we can go over the answers of the first worksheet together as a
class.

Classroom Management:

If students become too rowdy during the video or using their whiteboards on the carpet, I will
pause what we are doing in the lesson and explain that we cannot do a fun activity if there is
talking during the video. If there are particular students being disruptive (talking or playing with
their whiteboard when they are not supposed to), I will ask them to go back to their seats. If
students are not very focused at their desk, other teachers in the classroom, along with myself,
will help guide the student's attention and focus on what they are doing by helping them with
some brainstorming ideas if they are stuck. I will make sure to tell students that this is a quiet,
low voice activity and there should be little to no loud noises. If needed, I will also conduct a
mystery student component during the lesson as classroom management, where I will then reveal
who that student is at the end of the lesson and if they did well to earn a blue note.

Differentiation Notes:

Content (what the teacher plans to teach/what the students need to learn): Students who are
struggling with what the content of the long O sound may go to the back table with Miss Maura
or Mrs. Silva to be explicitly shown what is being taught in the whole class lesson.

Process (how the students will access the information/activities students use to learn the
content): Students who have a hard time accessing the information to complete the activities for
this phonics lesson of the long O sound, can work one on one with any adult in the room if they
need extra, specified assistance.

Product (the method students use to demonstrate learning): Students who are struggling with
the method used to demonstrate their learning of the long O sound can be expected to fill out half
of the worksheet from their phonics packet.