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Spring 2016_Phonics/ Word Study

Immersion I Lesson Plan Format


Name: Kristin Thompson
School: Bayfield
Grade Level: 3rd
Number of Students in Class: 12
Unit: Long Vowels
Lesson Duration: 30 minutes
Day, Date, and Time of Lesson: November 30th

1. Objective(s):
Bytheendofthelesson,studentswillbeabletosortlongovowelwordsbasedontheir
spellingpattern.
2. ColoradoAcademicStandards:
Contentarea:Reading,Writing,andCommunicating
Standard:2.ReadingforAllPurposes
Conceptsandskillsstudentsmaster:3.Increasingwordunderstanding,worduse,and
wordrelationshipincreasesvocabulary.
Evidenceoutcomes:a.Knowandapplygradelevelphonicsandwordanalysisin
decodingwords.(CCSS:RF.3.3)
3. Learning Target(s):
I can sort long-o words based on their letter patterns. (o-e, oa, ow)
4. Assessment:
BINGO at the end. Can students apply the long-o spelling patterns they just looked
up and that will be on their spelling test?

5. Materials:
Pencil
How to Eat Fried Worms book
Whiteboard
Expo markers
Sticky notes
Markers
BINGO boards
BINGO pieces
6. Essential Questions or Big Picture Statement:
What are the different ways to write the long-o sound?

7. Introduction/Anticipatory Set: Today we are going to learn about the long-o


spelling patterns. Take 30 seconds to think of a word that has the long-o sound
somewhere in the word. Remember, the long-o makes the o sound. Lets practice

Spring 2016_Phonics/ Word Study


that together, everyone say long-o says o with me. My example is mow. (Write
your example on board. Give 30 seconds.) Have students share their word. Write
their examples on the board in columns based on their spelling pattern (do not label
the columns). Ask the students: Do you notice anything in common with the words
in this column? Once they determine the spelling pattern for each column, write
the spelling pattern above the column, labeling it.
8. ****Step-by-Step Lesson Process:****

1. Anticipatoryset.(Introductiontodifferentlongvowelspellingpatterns.)(Guided
practice.)(8minutes)
2. Longovowelscanhavealotofdifferentwaystobewrittenaswecanseehere
(pointingtoexamples).
3. Letslookforthelongospellingpatternsinthebook,HowtoEatFriedWorms,weare
reading.Spendfiveminuteslookingthroughyourbookwithapartnerfortheselongo
vowelspellingpatterns(lookinthebookforanexampleandwriteitonthestickynote
andaddittothewhiteboardlistwemadetomodelforthestudentswhattheywillbe
doing.)Whenyoufindaword,writethewordonastickynotewiththepagenumberso
wecansharewiththegroup.Onceyouhavewrittenyourwordonthestickynote,you
maygoputitontheboardinthecolumnyoubelieveitbelongsin.Trytofindasmany
wordsasyoucan.Ifyouwantachallenge,trytofindatleastonewordforeachgroup.
Onepartnercanlookforonespellingpatternandtheotherpartnercanlookforanother.
Whocantellmewhatwearedoing?(Checkforunderstandingofprocess)(Step3:
independentpractice.Astheywork,checkfortheunderstandingofthecontent;arethey
sortingthewordsbasedontheirspellingpatterncorrectly?)Note:Ifstudentsfindone
wordforeachgroupbeforethe5minutes,encouragethemtocontinuefindingmore
wordsforeachgroup.(5minutes)
4. Wewillgooverallthestickynotesthatwereaddedtotheboardandsaythemtogether
anddecideasagroupifthatworddoesbelonginthecolumnitwasputinto.(4minutes)
5. Closure:WearegoingtoplayBINGOwiththewordsyoujustfoundinyourbookalong
withsomeofyourspellingwordsthisweek!HereisaBINGOboardforeachofyou.I
amgoingtoreadthewordsyoufoundandIwantyoutoputaBINGOpieceonthatlong
ospellingpatternthatwordhas.Forexample,ifIsaidthewordboatyouwouldputa
pieceononeoftheoaspaces.(Modelthisinstruction.Thisistheassessmentpart;can
thestudentsapplythedifferentlongospellingpatterns?)(1015minutes)
6. Iwantyoutocontinuenoticingwordswiththedifferentlongospellingpatternsinother
booksyoureadandwordsyouhear.Recognizingthesepatternsandbeingableto
pronouncethewordwillhelpyouallbecomemorefluentreaders,whichissomethingwe
workoneverydayinhere!

Spring 2016_Phonics/ Word Study