Assignment #3: Collaborative Planning

Submitted By: Brittany Melega

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Phonograms/Vowel Teams ake, -ate Trophies Teacher Edition: Time Together Theme 5 (1-4) Trophies Story: Me on the Map

Submitted By: Brittany Melega T.Ed Pages: 65E CCSS: RF.1.3c

A. Summary of the Lesson Plan: This lesson introduces the phonograms/ vowel teams ake and ate as well as use of the long vowel //a-e. The lesson is an activity for the Trophies story Me on the Map and will take approximately 25 minutes to complete from start to finish. B. Student Population: Grade Level: 1st Grade Skill Level: on-level Groupings: Whole group (direct instruction & guided practice), independent (practice & assessment), partners (practice) C. Materials: Trophies T Ed 1-4 (Time Together) page 65E Me on the Map Two column chart (large poster board) White Board and dry eraser markers Word Journals, pencil, red colored pencil D. Objectives: Common Core State Standard RF.1.3c Know final e and common vowel team conventions for representing long vowel sounds. Learning Targets Knowledge Targets: Students must know long vowel sounds can be represented by different spellings. Students must know two or more letters can make one vowel sound. Students must recognize common vowel teams. Students must identify vowels in words. Vocabulary long vowel vowel team

Student-Friendly Learning Targets Student Knowledge Targets: I know long vowel sounds can be spelled in different ways. I know two or more letters can make one vowel sound. I can recognize vowel teams. I can identify vowels in words. Student-Friendly Vocabulary
EDRL 442 - Fall 2013 Assignment #3 Page 2

Lesson Title: Phonograms/Vowel Teams ake, -ate Trophies Teacher Edition: Time Together Theme 5 (1-4) Trophies Story: Me on the Map

Submitted By: Brittany Melega T.Ed Pages: 65E CCSS: RF.1.3c

I know a long vowel is a vowel sound that says its name. I know a vowel team is two vowels used together to make the long vowel sound, such as the a-e vowel team in the word make.

E. Procedure: 1. Review long vowel // with a-e words that make up the long vowel sound //. 2. Introduce vowel teams ake and ate. Identify that the vowel team is made up of two vowels with a consonant in the middle. The two vowels when said in a word together make up the long vowel sound // we have been learning about this week. 3. Say the words take and lake. Ask students how these two words are similar. a. b. Both words end with the vowel team ake and they rhyme. Say the words wake, sack, make, treat, and quake. Ask students to listen and identify the vowel team ake by clapping once when they hear a word that rhymes with take and lake.

4. Say the words late and state. Ask students how these two words are similar. a. b. Both words end with the vowel team ate and they also rhyme. Say the words plate, cat, gate, and skate. Ask students to listen and identify the vowel team ate by clapping once when they hear a word that rhymes with late and state.

5. Ask students to identify which vowel team they hear in the following words: rake, grate, gate, skate, brake, and Kate. a. If they hear the ake sound as in lake they will clap once, for the ate sound as in late they will clap twice.

6. Display poster board containing two columns. Write ake at the top of one column and ate at the top of the other column. a. b. Ask students to think of words that end with either of these vowel teams, write student responses in the appropriate columns. Students should dictate which letters they will need to build the word they came up with.

7. Ask students to take out their word journals and make two columns of their own. (for student assessment) a. Say the words take, cake, date, and gate. Instruct students to write each word in the appropriate column in their word journals.

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Lesson Title: Phonograms/Vowel Teams ake, -ate Trophies Teacher Edition: Time Together Theme 5 (1-4) Trophies Story: Me on the Map

Submitted By: Brittany Melega T.Ed Pages: 65E CCSS: RF.1.3c

b.

Have students think of other words that rhyme with the previous words given and to write those in the correct columns in their journals.

8. Lastly, instruct students to use a red colored pencil to underline the vowel team ake or ate. Then with a different colored pencil to circle to vowels in each word. 9. Close the lesson by pointing out to students that when we know about vowel teams or word families we are better able to read and write words because we know that ake and ate form the long vowel sound //. F. Closure: Students will work in teams of two and engage in a rhyming game. Each student will say one word that has the vowel team ake or ate and their partner will have to think of a word that rhymes with the word their partner said. The student that went second will then think of a new word that uses the vowel team not previously used and their partner will have to reciprocate by thinking of a word that rhymes. Students will do this until each child has come up with 4 rhyming words. G. Assessment: Assessment Tool In their word journals, students will write down words ending in the vowel teams ake and ate in the appropriate columns. These words will be orally dictated, written on the board or some they thought of themselves. Students will have to underline the vowel team in the word and circle the vowel letters in each word. There is not an assessment rubric for this measure due to the fact that student journals will be checked for accuracy and understanding. What Is Being Assessed? Students are being assessed on their knowledge of the vowel teams ake and ate as well as their knowledge and ability to identify vowels. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think the easiest part of the lesson to teach would be the review of the long // vowel due to the fact that it has been touched on every day of the week so this concept should be familiar to the students. Which part of the lesson do you think will be the most challenging to teach? I think teaching the students about vowel teams will be the most challenging to teach, maybe. Students may get confused by the consonant in the middle of the two vowels or they may not. I would think it would come easy to them since we have been working on

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Lesson Title: Phonograms/Vowel Teams ake, -ate Trophies Teacher Edition: Time Together Theme 5 (1-4) Trophies Story: Me on the Map

Submitted By: Brittany Melega T.Ed Pages: 65E CCSS: RF.1.3c

the long vowel // sound all week but there may be some students that have trouble adjusting their thinking. What lesson or concept should be taught prior to this lesson? Students should have a clear knowledge of long and short vowels prior to this lesson. How will you follow up or extend this lesson? To follow up with this lesson I would review the long vowel // and words that make up this sound which contain a similar patter to a-e such as jade or fade. I would then review the vowel teams we learned, -ake and ate. Students could do a worksheet that showed pictures of various things and under each picture the students would have to circle whether the word has the vowel team ake or ate in it. To extend the lesson, a selection of books could be read in which the students identify the vowel teams they learned by clapping as they did during whole group instruction. What will you do for students who dont grasp the concepts? For students who dont grasp the concepts I will first review long vowel // a-e to be sure they have a clear understanding of this concept. Once they show clear knowledge of the long vowel // I would then review the vowel teams ake and ate separately through the use of letter cards and charts to help guide them in building words with long vowel // using the phonograms ake and ate. Which part of the lesson, if any, do you think might need to change? I dont think any part of the lesson should be change as of now. I think the lesson thoroughly introduces the concept and has a proper amount of group practice and individual practice. Depending on how the students respond to the lesson, I would then decide if something should change or not. When you were writing this lesson plan, what was the most difficult part? I think the most difficult part in writing this lesson plan was deciding whether or not to add another tactile activity but after reviewing it and trying to visualize the manner in which it would be taught I made the decision to not add another activity because I thought it was well balanced. Although, this may change after the lesson as been taught and I have learned from the way in which the students reacted to the lesson.

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