UW-Platteville SoE Lesson Planning Template

Name: Jessica Pearce

Lesson Title: Phonics-Short /o/, /u/, and /e/ sounds
Grade level(s)/Course: Second Grade Phonics
Date taught: September 15, 2014
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: Journeys
Publisher: Houghton Mifflin Harcourt
Date of Publication: 2012
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
The school and my cooperating teacher follow the Houghton Mifflin Harcourt Journeys book for their
reading curriculum. This Journeys series also provides a SMART document that correlates with the story
that is being read during reading and provides all the phonics information that is targeted in the story.
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
8:20-8:40
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
My cooperating teacher and the other grade level teachers have all looped and are teaching the same
group of students that they taught last year in first grade. This has allowed them to have a good
understanding and estimate of where students are in their phonics instruction. What we are going over is
mostly review of phonics that the students already know.
List any other special features of your school or classroom that will affect the teaching of this lesson.
There is a SMART board that will be utilized for the majority of the phonics instruction.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students_ 18__

Males 9

Females_9_

Students with Special Needs: Category

Students with IEPs

Number of Students
2

English Language Learners

Gifted

504

Students with autism or other special needs

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Students with Behavioral Disorders

INFORMATION ABOUT THE LESSON

Standards
2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Enduring Understanding and/or Essential Question
Students will have a clearer understanding of the sounds that short /e/, /o/, and /u/.
Objective(s)
DOK
Students will be able to decode and read words
1
with the short vowel sounds.
Academic Language related to the lesson
Vocabulary Words
-remembered -stuck
-porch
-visit
-crown
-cousin
-spend
-piano
Spelling Words
-wet
-left
-job
-help
-hug
-plum
-rest
-nut
-spot
-net
-mud
-hot
Prior Learning/Prior Thinking
The students already know phonics and how to say short /e/, /o/, and /u/. There are vocabulary words that
are also discussed in the lesson that children will use their background and outside knowledge to figure
out what they mean.

LESSON IMPLEMENTATION
Procedures:
1. The students will sit down on the carpet in the front of the classroom (aka the SMART Board
carpet). The SMART board will be turned on with the prepared SMART document open.
2. I will shortly introduce the book that we will be reading this week in oour big book is called
Mi Familia/My Family.
3. We will go through the target vocabulary for the story that we are reading this week. There
are eight words for this week. I will ask the students to raise their hand if they think that they
know what one of the words is. They will then have to come to the front of the carpet and
give an action for that word and then give their description of the word. Once they have done
that, then they get to drag the word to the white box on the SMART board to reveal the
definition.
4. Next I will go to page 4 on the document that shows a word with the short /o/ sound in it. As
a class we will make the short /o/ sound by saying O-O-hot while making an o with our
mouths. We will say that word together and then go to the next page which is a short video
about the short /o/ sound.
5. Next I will go to page 6 on the document that shows a word with the short /u/ sound in it. As

UW-Platteville SoE Lesson Planning Template

a class we will make the short /u/ sound by saying U-U-under while putting our hand under
our chin.(hand under chin). We will say that word together and then go to the next page
which is a short video about the short /u/ sound.
6. Then I will go to page 8 on the document that shows a word with the short /e/ sound in it. As
a class we will make the short /e/ sound by saying E-E-elbow and pointing to our elbow.
We will say that word together and then go to the next page which is a short video about the
short /e/ sound.
7. After going through the different sounds for the short vowels /o/, /u/, and /e/, we will look at
page 10 on the SMART document that correlates to a worksheet that the students will be
given later. It was different words that are categorized into the correct vowel sounds. We will
read all the words to make sure that they are in the right location.
8. After looking at the worksheet document, we will look at the next page in the document that
looks exactly like page 16 in the students workbooks. We will read the words that are in the
word box so that they know what they all are.
Closure:
I will then go back to page 10 of the document and give instructions for work time. The students will
be instructed to go back to their spots when directions are done being given. They will work on the
worksheet that I am going to pass out to them and correlate exactly with the page that is on the SMART
board. Once they finish that worksheet, they will work on page 16 of their practice book. To remind the
students of what they need to do, there will be a list hanging up. The students will be dismissed to their
table spot when the worksheet is at their spot.

Differentiation
This will be done in a group setting. The students will not have to answer if they do not want to. They
should only answer if they want to and they feel comfortable doing so.
Materials and Resources
SMART notebook document
SMART board and projector
Classroom Management/Democratic Practices
The students know the rules of sitting on the front carpet with their hands in their laps, quiet mouths, and
eyes on the teacher. If they become disruptive, I will say 1, 2, 3 and they respond with eyes on me.
When they do this they raise their hands and look at the teacher. I will also use the responsive classroom
techniques of complementing good behavior on the carpet rather than pointing out the kids that are
misbehaving.

ASSESSMENT

Before the lesson

ring the lesson
After the lesson

Formative
(monitor-ongoing)
n/a

Summative
(evaluative)
n/a

The answering of questions and

following directions
Being able to say their short /o/,

n/a
The worksheets that the students
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/u/, and /e/ sounds correctly.

finish