Lesson Plan – Long Form
Subject: Reading Grade Level: Fourth Grade Topic: Vowel Digraphs
Objective(s):
- Student will be able to:
Identify the sounds and spellings of vowel digraphs.
- TEKS:
(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking — beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
(B) demonstrate and apply phonetic knowledge by:
(i) decoding words with short, long, or variant vowels, trigraphs, and blends;
(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
Introduction
- Entry/Daily Review/Anticipatory Set:
I will begin the lesson by reviewing the bossy “e” from out last lesson. I will ask what he remembers about the bossy “e” and if he can remember some of the examples that we went over during our lesson. I will bring the anchor chart so we can review the bossy “e”. I will then explain that we will start working on vowel digraphs today.
- Lesson Rationale:
Once we have refreshed our memory on the bossy “e” and I let him know that we will be working on vowel digraphs. I will explain that just like consonant digraphs, vowel digraphs will appear in both books and his writing. This will help him with reading smoothly and help him out sound words.
Body
- Input/Presentation/Modeling:
I will start by showing him the anchor chart of vowel digraphs and the saying “When two vowels go walking the first one does the talking.” I will remind Jimmy that digraphs is two letters that make up one sound. As I am reviewing the anchor chart, I will make sure I go over each vowel digraph individually. I will begin with the first digraph, identify each individual sound, and pronounce the digraph to show how the two individuals sounds come together. I will do with several of the digraphs on my anchor chart.
- Guided practice/Monitoring and Adjusting/Checking Understanding:
Jimmy and I will be playing a game, to help him understand vowel digraphs. This will help me check for understanding and help correct any misunderstandings that the students might have. I will also answer any questions that Jimmy may have.
How to play:
- The first player will spin the spinner.
- The student will then answer the question on the puzzle piece using the word bank.
- The student will lift the piece to see the answer.
- If the student is right, they get to keep their spot.
- if the student is wrong, then they move back to where they started.
- The first player to the end, wins
Word Bank:
Boat, Bread, Wheel, Rain, Stay, Tea, Seal, Peach, Say, Team, Mail, Three, Snail, Play
Meal, Sheep, Dream, Leaf, Tree, Goat, Sneak, Break, Coat, Soap, Bee, Eat, Pay, Way,
Oat, Float, Train, Brain, Main, See, Day
- Independent Practice/Opportunities for Practice:
I will have Jimmy complete a worksheet dealing with vowel digraphs. This will allow him to practice everything we learned and allow him to connect the sounds that digraphs make and the letter sounds they make up.
- Modifications for Learners with Exceptionalities
Conclusion:
- Assessment of Learning:
(Formative) I will have Jimmy write down sentences using vowel digraphs, to make sure he knows what they are and how they are applied in context.
- Extension:
If I have enough time, I will have a cut and sort worksheet for Jimmy to do to ensure that he has the additional practice to make sure that he understands the concept.
- Closure:
I will ask Jimmy what the importance of vowel digraphs are. I will ask him to give me 3 examples of digraphs to ensure that he understands the concept.
Materials Needed:
Die
Worksheets
Vowel Digraph Game
Spinner for game
Word Bank List
Crayons
Pencil
Sources:
Google Image