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INSTRUCTIONAL UNIT
TEACHER GRADE SUBJECT
st
Breanna David 1 Reading, Phonics
LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
Teacher: Raise your hand if you have ever heard the word bee.
(Wait for students to raise hands) Okay, now raise your hand if you
have ever heard the word read. Good, now what do you hear in these
two words that sounds the same? Repeat words a few times if needed,
then call on students.
Students: They both say /ee/.
Teacher: Good! They do both say the long e sound! /ee/
Now, I know you have learned that super silent e makes vowels say
their name, but I dont think super silent e is involved in these words.
Hmmm. What else could it be? I know! Have you guys heard of vowel
teams?
Students: Answers will vary.
Teacher: Vowel teams are two vowels that become best friends in a
word. Today we are looking at two very special vowel teams ee and
ea. Now, when we look at these, it is easy to sound them out the way
they look /e//e/ and /e//a/, but something different happens when
vowels become best friends. (Procedural)
Point to anchor chart and read When two vowels go walking, the first
1/2017
one does the talking. Can anyone tell me what that means?
Students: It means only the first letter will say its name.
Teacher: Great! Only the first letter in these vowel teams will say its
name! Say these with me Point to anchor chart ee and ea.
(Declarative)
Teacher: The e is the first letter, so it does all the talking. Vowel
teams show up all the time in the books we read and the things we say.
The important part is for you to remember that when you see two
vowels sitting next to each other in a word, they usually stick together
so we have to read them that way. (Conditional)
Teacher: Can anyone tell me what this is? Point to tree.
Student: Its a tree!
Teacher: It is a tree. Does everyone hear the sound the vowel team is
making? Add sticky note with tree written on it to anchor chart.
Repeat for the leaf.
Teacher: Now, I am going to read a book that has some long e vowel
teams and I want you to listen very carefully to see if you can catch
them.
GUIDED PRACTICE (THROUGH)
Before reading, every student will receive a sticky note that has
an ee or an ea word. Some will be from the story, but others
will be added so every student has the opportunity to participate.
As the student receives the word, the teacher will say the word
to the student so he/she knows what word they have.
The teacher will begin reading Have You Filled a Bucket Today?
and while the story is being read, the long e digraphs will be
emphasized.
After the story is read, the teacher will begin calling out long e
digraphs and the student with that word will come up and place
it on the anchor chart. As the word is added the whole class will
say the word aloud.
several of the groups spent more time arguing about whose turn it was
than actually doing the activity. I even noticed in one group that 2
students were ignoring their group altogether and just putting the
sticks in the buckets on their own. They needed more direction. The
focus student who does not like participating did well in her group. She
was still quiet but she had three sticks in her hand and I watched her
do two of them with the people at her table. She was a master of the
whispering portion. I would also probably have the students sit on the
carpet while I read the story next time, because they were so far away
and they had little connection to the book. It almost seemed like it did
not belong. Teaching this lesson again, I would be more purposeful in
having the students interact with the reading. In general, I feel like this
was a successful lesson, but more than anything, it was a learning
experience for me.