Implicit Phonics Lesson Plan Name: Marisa Dawson } Date: February 27, 2015 ‘ Standard: CCSS.ELA-LITERACY.RF.K.3.B © J Associate the long and short sounds with the common spellings (graphemes) for the five yw, major vowels. yy - ) ‘ tg? i ©» Topic: Long’a’ vowel sound, Suh SW y Goal: Understanding vowel sounds are an essential component to learning how to read. «°° Learning Objective: SWBAT demonstrate their ability to hear the long vowel sound a by F identifying the long a sound from the short a sound in a word sort with 100% accuracy. Attention Getter: Give each student get an envelope with a word sort with long/short a:%eo os \ dependent Dison Vv i 1, Seeifthey can organize the sort into two groups; short a and longa. Say, “Can you sort the words in the envelope into two groups?” and, “What do you notice about these words?” and, "Do you see any patterns?” Guided Practice: 1, Give them a clue by having them sound out the words together with a partner, Teach/Model: 5, Ey Ia it Al 1, Talk about whetpatternsthey-noticed and what they thought about the words. wad # i : “ iT 2. Usethe words hat and date. Say, “Listen to the vowel sound in the middle of hat. Tok jh "Dai, ek rad 45 tly What vowel sound do you hear? Hat has short a (p. 213)" Peintoutitise- CVC Ae pattern, ve qat the 3. Repeat using date, Ask-students what patternitissnder{6¥Ce), F 4, Model a few more words with the long a sounds then ask the students to tell you the a we ett other words with the long a vowel sound. ils? a seumth @ at the eadela be Sind Lesson Closure: Explain that ahas two sounds and that beenethe pttennsrwords will word ‘yy wet SS help them know the difference between sounds when they read. feuls v5 that va, Saat the found 0 ay te va Assessment: As students were discovering how to sort the words, observe which words the Same, lk (al. they struggle with and if they can differentiate the long a with the short a. ay NOK, Resource: Words Their Way Cope Implicit Phonics Lesson Plan Name: Marisa Dawson Date: February 27,2015 Standard: CCSS.ELA-LITERACY.RF.K.3.B | Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Topic: Long ‘a’ vowel sound. Using CVC short a vowel words and CVCe long a vowel words. Goal: Understanding vowel sounds are an essential component to learning how to read, Learning Objective: SWBAT demonstrate their ability to hear the long vowel sound a by identifying the long a sound from the short a sound with a word sort containing 18 words with 100% accuracy, Attention Getter: Give each student get an envelope with a word sort with long/short a, ‘The sort will have 10 different cards that have pictures on one side, and the word on the other, Ask them to explore the contents inside and tell you what they notice, Independent Discovery: 1, Ask students to explore the contents inside and see what they find. 2. Then have students lay out all the cards looking at all the pictures first. Then they can turn them over to look at the words. See what they notice aboutall the words with their pictures. Say, “Can you sort the words in the envelope into two groups?” and, “What do you notice about these words?” and, “Do you see any patterns?” (Teach patterns prior to this lesson). Guided Practice: 1, Give them a clue by having them sound out the words together with a partner, 2. Talk about what patterns they noticed and what things they discovered about the words. Teach/Model: 1. Use the words hat gyulinahe, Say, ‘Listen to the vowel sound in the middle of hat. ‘What vowel sound do you hear? Hat has a short a(p. 213)" . Use the word cap, Ask the students what the middle sound in cap is, Putan e at the end of cap and say, “Listen to the vowel sound in the middle of cape.” Ask the students if the word hat has the same middle sound as cap or cape? . Then say, “The e at the end of cape tells us that the sound of the vowel is the same as, the vowel's name, /a/(long a sound) (CORE, p. 222).” . Model a few more words with the longa sounds then ask the students to tell you the other words with the long a vowel sound. Lesson Closure: Explain that a has two sounds and that the e at the end of the word makes the a have the long vowel sound, or that the e tells you that the sound of the vowel is the same as the vowels name. Assessment: As students were discovering how to sort the words, observe which words they struggle with and ifthey can differentiate the long a with the short a. Were they able to identify the long a from the short a with all the words in the word sort? Resource; Words Their Way pages and CORE pages 221-222 =