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Introducing Medial Vowels in

Consonant Vowel Consonant Words:

A Kindergarten Unit of Study

By: Jennie Manzo

Table of Contents

Overview....……………………………………………………...3Lesson Overview, Details, Assessments………………………….4Lessons at a Glance……………………….……………………5Pre/Posttests……...……………………………………………13Plan of Instruction: Lesson plans………………………………..15

Lesson 1……………………………………………………..…15Lesson 2………………………………………………………..17Lesson 3………………………………………………………..19Lesson 4………………………………………………………..21Lesson 5………………………………………………………..23Lesson 6………………………………………………………. 25Lesson 7………………………………………………………..27Lesson 8………………………………………………………..29Appendix……………………………………………………....31Sources……………………………………………………....…38

OverviewGoal of Instruction

The goal of this literacy unit on identifying medial vowels in consonant vowel consonant words is for 80% of students to be able to correctly identify the medial vowel with 90% accuracy when observed reading and writing.Materials Needed for Your Unit of Instruction

Materials needed for this unit will be:Instructional Materials:

online video resources i.e youtube.com

long/short vowel picture cards.

Long/short vowel sorting cards: A,E,I, O, U (k.law sort)

Scissors

Physical Materials:

Easel Board

Chart paper, makers

PC with internet access

Projection Screen

Jack Hartmann Learning Rocks Vol.2 DVD

Listening Center with phonics cards

Student computers with internet access

AudienceThe intended audience are the above mentioned kindergarten students for whom this is their first year of school. Being a kindergarten classroom, this unit will be taught during the literacy block of each day the unit requires, which is 18 days.

Lesson Overview, Details and Assessments

The unit begins and ends with the same assessments. Students will be assessed individually first in spelling consonant vowel consonant words followed by a reading assessment. When beginning the assessment, the teacher must read the directions to the student. For the spelling assessment, “ Say the name of each picture, below the picture, write the word how you think it is spelled. If you need do

not know what the picture is, let me know and I will tell you” For the reading assessment, directions are as follows: “ On

this sheet of paper, there are several words, please read me the word the best you can.” The teacher will then document how the word is read on a separate copy of the test. For example if a student reads “bag” as “beg” you would transcribe “beg” and mark it incorrect as the vowel was mixed up.

In each assessment, students will be graded on whether they correctly identified the medial vowel of the word. Each assessment should take roughly five minutes per student. The assessments are the same to provide growth data for

teachers.The formative assessments for this unit will be the daily sort

activities for each vowel. Students will be sorting long and short vowel sound pictures cards into the correct columns.

Lessons and Assessments at a Glance

Task Analysis with Supporting Performance ObjectivesTask 1.0 Vowels have two sounds

1.1. Long A1.2. Short A

Performance Objective 1: Given a set of picture cards with long and short a medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times. Lesson 1: This lesson should take a 40 minute block repeated for 2 days. This time will include the pre-activities, content presentation, learner presentation assessment and a brain break. To begin the lesson, we will sing the alphabet song and find the letter A on an alphabet chart. After the alphabet chart, as a class we will generate a list of words that have the /a/ sound, writing the long and short vowel sounds in two different colors for later reference.

Follow the pre-activities with the viewing of the Have Fun Teaching Letter A video and song. After the video, ask “Does anyone know why we had two different sounds for A?” After generating answers, introduce the concept of long and short vowel sounds. Short a is the sound we commonly hear, like in “cat” long a makes the vowel say its own name! Like in cake.

Students will have several opportunities to contribute to a long and short a

word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior to being dismissed students have a brain break with Jack Hartmann DVD.

Students will be completing a long/short vowel picture sort Appendix D. They will be cutting out pictures of words that either belong in a long a column or short a column. This is a formative assessment that will be repeated BOTH days of the lesson. After completing, review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Task 2.0 Vowels have two sounds2.1. Long O2.2. Short O

Performance Objective 2: Given a set of picture cards with long and short o medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times.Lesson 2: This lesson should take a 40 minute block repeated for 2 days. This time will include the pre-activities, content presentation, learner presentation assessment and a brain break. To begin the lesson, sing the alphabet song and find the letter O on an alphabet chart. After the alphabet chart, as a class generate a list of words that have the /o/ sound, writing the long and short vowel sounds in two different colors for later reference.

Follow the pre-activities with the viewing of the Have Fun Teaching Letter O video and song. After the video, ask “Does anyone know why we had two different sounds for O?” After generating answers, introduce the concept of long and short vowel sounds. Short O is the sound we commonly hear, like in “bone” long O makes the vowel say its own name! Like in “boat.”

Students will have several opportunities to contribute to a long and short O

word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior to being dismissed students have a brain break with Jack Hartmann DVD.Students will be completing a long/short vowel picture sort Appendix E. They will be cutting out pictures of words that either belong in a long a column or short O column. This is a formative assessment that will be repeated BOTH days of the lesson. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Task 3.0 Vowels have two sounds3.1. Long U3.2. Short U

Performance Objective 3: Given a set of picture cards with long and short u medial vowel sounds, students will be able to correctly identify and sort the pictures based on the medial sound a minimum of 9 out of 10 times. Lesson 3: This lesson should take a 40 minute block repeated for 2 days. This time will include the pre-activities, content presentation, learner presentation assessment and a brain break. To begin the lesson, sing the alphabet song and find the letter U on an alphabet chart. After the alphabet chart, as a class generate a list of words that have the /U/ sound, writing the long and short vowel sounds in two different colors for later reference.

Follow the pre-activities with the viewing of the Have Fun Teaching Letter U video and song. After the video, I will ask “Does anyone know why we had two different sounds for U?” After generating answers, introduce the concept of long and short vowel sounds. Short U is the sound we commonly hear, like in “bug” long U makes the vowel say its own name! Like in “cube”

Students will have several opportunities to contribute to a long and short U word list, referring back to the list we began prior to the lesson. This list will be

written on chart paper for later reference. Prior to being dismissed students have a brain break with Jack Hartmann DVD.Students will be completing a long/short vowel picture sort Appendix F. They will be cutting out pictures of words that either belong in a long U column or short U column. This is a formative assessment that will be repeated BOTH days of the lesson. After completing, review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Task 4.0 Vowels have two sounds4.1. Long I4.2. Short I

Performance Objective 4: Given a set of picture cards with long and short i medial vowel sounds, students will be able to correctly identify and sort the pictures based on the medial sound a minimum of 9 out of 10 times. Lesson 4: This lesson should take a 40 minute block repeated for 2 days. This time will include the pre-activities, content

presentation, learner presentation assessment and a brain break. To begin the lesson, sing the alphabet song and find the letter I on an alphabet chart. After the alphabet chart, as a class generate a list of words that have the /I/ sound, writing the long and short vowel sounds in two different colors for later reference.

Follow the pre-activities with the viewing of the Have Fun Teaching Letter I video and song. After the video, I will ask “Does anyone know why we had two different sounds for I?” After generating answers, introduce the concept of long and short vowel sounds. Short I is the sound we commonly hear, like in “big” long I makes the vowel say its own name! Like in “pie”

Students will have several opportunities to contribute to a long and short I word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior ro being dismissed, students have a

brain break with Jack Hartmann DVD.Students will be completing a long/short vowel picture sort Appendix G. They will be cutting out pictures of words that either belong in a long I column or short I column. This is a formative assessment that will be repeated BOTH days of the lesson. After completing, review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Task 5.0 Vowels have two sounds5.1. Long E5.2. Short E

Performance Objective 5: Given a set of picture cards with long and short e medial vowel sounds, students will be able to

correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times . Lesson 5: This lesson should take a 40 minute block repeated for 2 days. This time will include the pre-activities, content presentation, learner presentation assessment and a brain break. To begin the lesson, sing the alphabet song and find the letter E on an alphabet chart. After the alphabet chart, as a class generate a list of words that have the /E/ sound, writing the long and short vowel sounds in two different colors for later reference.

Follow the pre-activities with the viewing of the Have Fun Teaching Letter E video and song. After the video, I will ask “Does anyone know why we had two different sounds for E?” After generating answers, introduce the concept of long and short vowel sounds. Short E is the sound we commonly hear, like in “egg” long E makes the vowel say its own name! Like in “bean”

Students will have several opportunities to contribute to a long and short E word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior to being dismissed, students have a

brain break with Jack Hartmann DVD.Students will be completing a long/short vowel picture sort Appendix H. They will be cutting out pictures of words that either belong in a long E column or short E column. This is a formative assessment that will be repeated BOTH days of the lesson. After completing, review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Task 6.0 Differentiating similar sounds6.1. Review Long/Short A 6.2. Review Long/Short E

Performance Objective 6: Given a set of picture cards with A and E long and short medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times. Lesson 6: To begin the lesson, we will sing the alphabet song and find all five vowels on an alphabet chart. After the alphabet chart, as a class we will review the difference between a long and short vowel, generating examples with a turn and talk partner.

We will review letter A and the word chart we made, then letter E. With emphasis on how your mouth moves when saying each sound, we will discuss the differences in sounds. When saying the /a/ sound your mouth opens and creates an o shape. To say the /e/ sound, your mouth has to be relaxed and slightly opened. We will then reread the charts and emphasizing making the sounds with our mouths, turning to a partner several times to practice. Students will have several opportunities to turn and talk to a partner as well as model for the whole group creating the different vowel sounds. Prior to being dismissed students have a brain break with Jack Hartmann DVDStudents will be completing a long/short vowel picture sort Appendix D and H. They

will be cutting out pictures of words that either belong in a /a/ column or a /e/ column. This is the formative assessment they will be doing BOTH DAYS. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Task 7.0 Differentiating similar sounds7.1. Review Long/Short E7.2. Review Long/Short I

Performance Objective 7: Given a set of picture cards with E and I long and short medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times . Lesson 7: To begin the lesson, we will sing the alphabet song and find all five vowels on an alphabet chart. After the alphabet chart, as a class we will review the difference between a long and short vowel, generating examples with a turn and talk partner.

We will review letter E and the word chart we made, then letter I. With emphasis on how your mouth moves when saying each sound, we will discuss the differences in sounds. When saying the /e/ sound your mouth opens slightly with a smile. To say the /i/ sound, your lips are tight against your teeth. We will then reread the charts and emphasizing making the sounds with our mouths, turning to a partner several times to practice.

Students will have several opportunities to turn and talk to a partner as well as model for the whole group creating the different vowel sounds. Prior to being dismissed students have a brain break with Jack Hartmann DVD

Students will be completing a long/short vowel picture sort Appendix H and G. They will be cutting out pictures of words that either belong in a /e/ column or a /i/ column. This is the formative assessment that will be done BOTH DAYS. After

completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Task 8.0 Differentiating similar sounds8.1. Review Long/Short O8.2. Review Long/Short U

Performance Objective 8: Given a set of picture cards with O and U long and short medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times. To begin the lesson, we will sing the alphabet song and find all five vowels on an alphabet chart. After the alphabet chart, as a class we will review the difference between a long and short vowel, generating examples with a turn and talk partner.

Review letter O and the word chart we made, then letter U. With emphasis on how your mouth moves when saying each sound, we will discuss the differences in sounds. When saying the /o/ sound your mouth opens and creates an o shape. To say the /u/ sound, your mouth has to be relaxed and slightly opened. We will then reread the charts and emphasizing making the sounds with our mouths, turning to a partner several times to practice.

Students will be completing a long/short vowel picture sort Appendix F and E. They will be cutting out pictures of words that either belong in a /o/ column or a /u/ column. This is the formative assessment that will be done BOTH DAYS. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Pre/PosttestsA. Medial Vowel Spelling Assessment. Have students write the word under the picture. “ Say the name of each picture, below the picture, write the word how you think it is spelled. If you need do not know what the picture is, let me know and I will tell you”

Name:_____________

1. 2. 3.

4. 5. 6.

7. 8. 9. 10.

B: Medial Vowel Reading Assessment: Students read word, if read incorrectly, note which medial sound was said. “ On this sheet of paper, there are several words, please read me the word the best you can.” The teacher will then document how the word is read on a separate copy of the test. For example if a student reads “bag” as “beg” you would transcribe “beg” and mark it incorrect as the vowel was mixed up.

Name:________Reading Assessment

1. bag 2. pig 3. sad 4. mop

5. pot 6. hut 7. pen 8.fin

9. leg 10. sun

Lesson 1

Vowels have two sounds: Long and Short ALesson Overview: With the aid of a video and song, students will be introduced to the long and short A sounds.Resources or Materials Needed

Have Fung Teaching Letter A video on youtube.comAlphabet Chart (Appendix C)Long and short A picture cards (Appendix D)Chart paper and markerScissors

PaperGlue stickPhysical Materials:

Easel Board

Chart paper, makers

Projection Screen

Performance Objective: Given a set of picture cards with long and short a medial

vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times. Time: 40 minutes repeated for 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find the letter A on an alphabet chart. After the alphabet chart, as a class we will generate a list of words that have the /a/ sound, writing the long and short vowel sounds in two different colors for later reference.

Step 2: Content Presentation

The lesson will being with the viewing of the Have Fun Teaching Letter A video and song. After the video, I will ask “Does anyone know why we had two different sounds for A?” After generating answers, I will introduce the concept of long and short vowel sounds. Short a is the sound we commonly hear, like in “cat” long a makes the vowel say its own name! Like in cake. Step 3: Learner Participation

Students will have several opportunities to contribute to a long and short a word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior to being dismissed students have a brain break with Jack Hartmann DVDStep 4: Assessment:

Students will be completing a long/short vowel picture sort Appendix D. They will be cutting out pictures of words that either belong in a long a column or short a column. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.Step 5: Follow-Through Activities: We will be referring back to long and short a

As it appears in reading as well as spelling.

Lesson 2Lesson Plan #2: Vowels have two sounds: Long and Short O

Lesson Overview: With the aid of a video and song, students will be introduced to the long and short O sounds.Resources or Materials Needed

Have Fung Teaching Letter O video on youtube.comAlphabet Chart (Appendix C)Long and short O picture cards (Appendix E)Chart paper and markerScissorsPaperGlue stickPhysical Materials:

Easel Board

Chart paper, makers

Projection Screen

Performance Objective 2: Given a set of picture cards with long and short o medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of

phonemic awareness to identify the medial sound a minimum of 9 out of 10 times.Time: 40 minutes repeated for 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find the letter O on an alphabet chart. After the alphabet chart, as a class we will generate a list of words that have the /o/ sound, writing the long and short vowel sounds in two different colors for later reference.Step 2: Content Presentation

The lesson will being with the viewing of the Have Fun Teaching Letter O video and song. After the video, I will ask “Does anyone know why we had two different sounds for O?”After generating answers, I will introduce the concept of long and short vowel sounds. Short o is the sound we commonly hear, like in “pot” long o makes the vowel say its own name! Like in “cone”. Step 3: Learner Participation

Students will have several opportunities to contribute to o long and short o word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior to being dismissed students have a brain break with Jack Hartmann DVDStep 4: Assessment

Students will be completing a long/short vowel picture sort Appendix E. They will be cutting out pictures of words that either belong in a long o column or short o column. After completing, I will review the sort and any changes needed must be done. Day

2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Step 5: Follow-Through Activities

We will be referring back to long and short o as it appears in reading as well as writing.

Lesson 3

Lesson Plan #3: Vowels have two sounds: Long and Short ULesson Overview: With the aid of a video and song, students will be introduced to the long and short U sounds.Resources or Materials Needed

Have Fung Teaching Letter U video on youtube.comAlphabet Chart (Appendix C)Long and short U picture cards (Appendix F)ScissorsChart paper and markerPaperGlue stickPhysical Materials:

Easel Board

Chart paper, makers

Projection Screen19

Performance Objective 3: Given a set of picture cards with long and short u medial vowel sounds, students will be able to correctly identify and sort the pictures based on the medial sound a minimum of 9 out of 10 times. Time: 40 minutes repeated for 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find the letter U on an alphabet chart. After the alphabet chart, as a class we will generate a list of words that have the /u/ sound, writing the long and short vowel sounds in two different colors for later reference.Step 2: Content Presentation

The lesson will being with the viewing of the Have Fun Teaching Letter U video and song. After the video, I will ask “Does anyone know why we had two different sounds for U?” After generating answers, I will introduce the concept of long and short vowel sounds. Short

u is the sound we commonly hear, like in “bug” long a makes the vowel say its own name! Like in “cube”. Step 3: Learner Participation

Students will have several opportunities to contribute to a long and short U word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior to being dismissed students have a brain break with Jack Hartmann DVDStep 4: Assessment Students will be completing a long/short vowel picture sort Appendix F. They will be cutting out pictures of words that either belong in a long U

column or short U column. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.Step 5: Follow-Through Activities

We will be referring back to long and short U as it appears in reading as well as writing.

Lesson 4

Lesson Plan #4: Vowels have two sounds: Long and Short I

Lesson Overview: With the aid of a video and song, students will be introduced to the long and short I sounds.Resources or Materials Needed

Have Fung Teaching Letter I video on youtube.comAlphabet Chart (Appendix C)Long and short I picture cards (Appendix G)ScissorsChart paper and markerPaperGlue stickPhysical Materials:

Easel Board

Chart paper, makers21

Projection Screen

Performance Objective 4: Given a set of picture cards with long and short i medial vowel sounds, students will be able to correctly identify and sort the pictures based on the medial sound a minimum of 9 out of 10 times.

Time: 40 minutes over 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find the letter I on an alphabet chart. After the alphabet chart, as a class we will generate a list of words that have the /i/ sound, writing the long and short vowel sounds in two different colors for later reference.Step 2: Content Presentation

The lesson will being with the viewing of the Have Fun Teaching Letter I video and song. After the video, I will ask “Does anyone know why we had two different sounds for I?”After generating answers, I will introduce the concept of long and short vowel sounds. Short I is the sound we commonly hear, like in “pig” long a makes the vowel say its own name! Like in “pie”. Step 3: Learner Participation

Students will have several opportunities to contribute to a long and short i word list, referring back to the list we began prior to the lesson. This list will be written on chart paper for later reference. Prior to being dismissed students have a brain break with Jack Hartmann DVD.

Step 4: Assessment Students will be completing a long/short vowel picture sort Appendix G. They will be cutting out pictures of words that either belong in a long i column or short i column. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.

Step 5: Follow-Through Activities

We will be referring back to long and short i as it appears in reading as well as writing.

Lesson 5Lesson Plan #5: Vowels have two sounds: Long and Short ELesson Overview: With the aid of a video and song, students will be introduced to the long and short E sounds.Resources or Materials Needed

Have Fung Teaching Letter E video on youtube.comAlphabet Chart (Appendix C)Long and short E picture cards (Appendix H)Chart paper and markerScissorsPaperGlue stickPhysical Materials:

Easel Board

Chart paper, markers23

Projection Screen

Performance Objective 5: Given a set of picture cards with long and short e medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times . Time: 40 minutes repeated for 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find the letter E on an alphabet chart. After the alphabet chart, as a class we will generate a list of words that have the /e/ sound, writing the long and short vowel sounds in two different colors for later reference.Step 2: Content Presentation

The lesson will being with the viewing of the Have Fun Teaching Letter E video and song. After the video, I will ask “Does anyone know why we had two different sounds for E?”After generating answers, I will introduce the concept of long and short vowel sounds. Short E is the sound we commonly hear, like in “egg” long a makes the vowel say its own name! Like in “bean”. Step 3: Learner Participation

Students will have several opportunities to contribute to a long and short e word list, referring back to the list we began prior to

the lesson. This list will be written on chart paper for later reference. Prior to being dismissed students have a brain

break with Jack Hartmann DVDStep 4: Assessment

Students will be completing a long/short vowel picture sort Appendix H. They will be cutting out pictures of words that either belong in a long e column or short e column. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.Step 5: Follow-Through Activities

We will be referring back to long and short e as it appears in reading as well as writing.

Lesson 6

Lesson Plan #6 : Differentiating Vowel Sounds A and ELesson Overview: Reviewing the anchor charts created for A and E, students will be able to differentiate between the medial vowel sounds when sorting pictures.Resources or Materials Needed

Alphabet Chart (Appendix C)Charts created for A and ELong and Short A and E cards (Appendix D and H)

ScissorsPaperGlue stickPhysical Materials:

Easel Board

Chart paper, makers

Projection Screen

Performance Objective 6: Given a set of picture cards with A and E long and short medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times. Time: 40 minutes repeated for 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find all five vowels on an alphabet chart. After the alphabet chart, as a class we will review the difference between a long and short vowel, generating examples with a turn and talk partner.

Step 2: Content Presentation

We will review letter A and the word chart we made, then letter E. With emphasis on how your mouth moves when saying each sound, we will discuss the differences in sounds. When saying the /a/ sound your mouth opens and creates an o shape. To say the /e/ sound, your mouth has to be relaxed and slightly opened. We will then reread the charts and emphasizing making the sounds with our mouths, turning to a partner several times to practice. Step 3: Learner Participation

Students will have several opportunities to turn and talk to a partner as well as model for the whole group creating the different vowel sounds. Prior to being dismissed students have a brain break with Jack Hartmann DVDStep 4: Assessment

Students will be completing a long/short vowel picture sort Appendix D and H. They will be cutting out pictures of words that either belong in a /a/ column or a /e/ column. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.Step 5: Follow-Through Activities

We will be referring back to vowel sounds of a and e as it appears in reading as well as writing.

Lesson 7

Lesson Plan # 7: Differentiating Vowel SoundsLesson Overview: Reviewing the anchor charts created for E and I, students will be able to differentiate between the medial vowel sounds when sorting pictures.Resources or Materials Needed

Alphabet Chart (Appendix C)Long and Short E and I Card (Appendix H and G)Charts created for E and IScissorsPaper

Glue stickPhysical Materials:

Easel Board

Chart paper, makers

Projection Screen

Performance Objective 7: Given a set of picture cards with E and I long and short medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times . Time: 40 minutes repeated for 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find all five vowels on an alphabet chart. After the alphabet chart, as a class we will review the difference between a long and short vowel, generating examples with a turn and talk partner.Step 2: Content Presentation

We will review letter E and the word chart we made, then letter I. With emphasis on how your mouth moves when saying each sound, we will discuss the differences in sounds. When saying the /e/ sound your mouth opens slightly with a smile. To say the /i/ sound, your lips are tight against your teeth. We will then reread the charts and emphasizing making the sounds with our mouths, turning to a

partner several times to practice. Step 3: Learner Participation

Step 4: Assessment

Students will be completing a long/short vowel picture sort Appendix H and G. They will be cutting out pictures of words that either belong in a /e/ column or a /i/ column. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.Step 5: Follow-Through Activities

We will be referring back to vowel sounds of e and i as it appears in reading as well as writing.

Lesson 8

Lesson Plan # 8: Differentiating Vowel SoundsLesson Overview: Reviewing the anchor charts created for O and U, students will be able to differentiate between the medial vowel sounds when sorting pictures.Resources or Materials Needed

Alphabet Chart (Appendix C)Long and Short Sound Picture Cards (Appendix E and F)Charts created for O and UScissors

Glue stickPhysical Materials:

Easel Board

Chart paper, makers

Projection Screen

Performance Objective 8: Given a set of picture cards with O and U long and short medial vowel sounds, students will be able to correctly identify and sort the pictures based on the use of phonemic awareness to identify the medial sound a minimum of 9 out of 10 times. Time: 40 minutes repeated for 2 daysStep 1: Pre-Instructional Activities

To begin the lesson, we will sing the alphabet song and find all five vowels on an alphabet chart. After the alphabet chart, as a class we will review the difference between a long and short vowel, generating examples with a turn and talk partner.Step 2: Content Presentation

We will review letter O and the word chart we made, then letter U. With emphasis on how your mouth moves when saying

each sound, we will discuss the differences in sounds. When saying the /o/ sound your mouth opens and creates an

o shape. To say the /u/ sound, your mouth has to be relaxed and slightly opened. We will then reread the charts and emphasizing making the sounds with our mouths, turning to a partner several times to practice. Step 3: Learner Participation

Students will have several opportunities to turn and talk to a partner as well as model for the whole group creating the different vowel sounds. Prior to being dismissed students have a brain break with Jack Hartmann DVDStep 4: Assessment

Students will be completing a long/short vowel picture sort Appendix F and E. They will be cutting out pictures of words that either belong in a /o/ column or a /u/ column. After completing, I will review the sort and any changes needed must be done. Day 2, students may be chosen to either participate in the listening center or go to starfall.com instead of the sort.Step 5: Follow-Through Activities

We will be referring back to vowel sounds of o and u as it appears in reading as well as writing.

AppendixA. Medial Vowel Spelling Assessment

Name:_____________

1. 2. 3.

4. 5. 6.

7. 8. 9. 10.

B: Medial Vowel Reading Assessment

Name:________Reading Assessment

2. bag 2. pig 3. sad 4. mop

5. pot 6. hut 7. pen 8.fin

9. leg 10. sun

Sources

Have Fun Teaching. (2007, March 26). Retrieved September 18, 2016, from https://www.youtube.com/user/havefunteaching

Letter sort [Web log post]. (2011). Retrieved September 18, 2016, from ://firstgradealacarte.blogspot.com/2011/11/e-i-o-u-sorts.html

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