Learning Experience #1

Teacher Candidate: Emily Gross

Activity Title & Source, & Description of
activity:
vowel digraph ai. Students will become detectives and solve that
Class description: Describe the important
characteristics of the students that need to be
considered in planning & teaching to
facilitate learning for all students.
Students on an IEP
Prior Content Knowledge &
Differentiation
Students currently know and have worked with the long
Students' prior content knowledge,
language development, social &
emotional developments, special
needs
Differentiation
Ohio ELA Standards: Identify strand,
grade, number (e.g. RL4.3) & include entire
standard.
Strand Reading: Foundational Skills
PLAN
During this learning experience, students will be introduced to the
there is an another way to make the long a phoneme. After this,
students will assist in creating an anchor chart and then have
opportunities to read, write and spell words with the ai pattern.
Total number of students: 20
Girls: 10
Boys 10
Speech: 3
No accommodations necessary in the classroom
Struggling Readers
10 students
Receive Title I Reading Intervention for support
with reading
Intervention reading specialists use Leveled
Literacy Intervention System (LLI) and Orton
Gillingham during intervention time
Students with frequent, disruptive behavior
4 students
Students have specific interventions in place to correct
unwanted behavior
Prior Knowledge
vowel a using the silent e spelling pattern. This prior
knowledge will be needed during the introduction section,
where students must determine the difference between
two words that have the long a phoneme. One word will
follow the silent e spelling pattern and the other word will
be the new pattern ai. Having the prior knowledge of the
silent e will help students see that both words have the
long a, but are spelled differently.
Differentiation:
Hand tapping cards to sound out the individual phonemes
that make up each word.
Flexible seating
Standard(s) Ohios New Learning Standards
Subject English Language Arts
Grade 1st
Standard 3. Know any apply grade-level phonics and word
analysis skills in decoding words
C. Know final -e and common vowel team conventions for
representing long vowel sounds.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

 Student Learning Objective:
ABCD
Audience: Who (the student)
Behavior: What (standard)
Condition: How (strategy/text)
Degree: Measureable outcome
Assessment Strategies: How you will
document the student's ability to meet the
objective. (Degree) List quizzes, rubrics,
handouts, or any additional documentation
related to your assessment.
stray.
Instructional Materials, Equipment &
Technology: List all of the texts, materials
& technology the teacher & students will
use during the lesson, including titles &
sources.
Key Vocabulary/Phrases: List the
vocabulary from the text/strategy that you
will discuss.
ai is found in the beginning or middle of a word
Highlight words in procedures.
ENGAGE & INSTRUCT
Introduction/Opening
The teacher will explain to students that they will become
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT
Students will be able know and apply grade-level phonics and
word analysis skills in decoding words and know final -e and
common vowel team conventions for representing long vowel
sounds by writing words that follow the ai vowel digraph with 3
or fewer errors.
Pre-assessment
Before our learning segment begins, students will complete a pre-
assessment where they will write words that follow the ai and ay
spelling pattern. Those words include: gray, snail, pay, rain and
Formative assessment
Listening to students responses when they are talking with their
peer during the introduction. The teacher will be looking for:
Both words have the long a sound
One word uses the magic e spelling pattern
The other word uses the ai vowel digraph
Collect students writing paper that has ai spelling words
paid, maid, rail, drain, brain, stain, paint, waist
Looking to see if students spelled the ai words with 3 or
fewer errors.
Pre-assessment spelling test paper
Mystery card
Daisy is a Brainy Snail Poem
Source: BBC
Chart paper
White lined writing paper
Pencil
Crayon
Vowel digraph
Long vowel a sound
detectives and solve a mystery. The mystery involves
determining the difference between two long a words
(bake and rain)
Students will find a partner next to them and
discuss what they notice about the two words.
The class will come back together and the teacher will
record students thinking on the board
The teacher is looking for:
Both words have the long a sound
Bake uses the silent e spelling pattern
Rain uses the ai spelling pattern
Teacher can prompt students if answers are not
met.
Adapted
 Once students have figured out the mystery (we now know
two ways to make the long a sound) the teacher will write
the characteristics of ai on the anchor chart
The anchor chart will be split into two, one half
for ai, and then the other half for ay (ay will not
be written on the anchor chart until the next
learning experience).
The anchor chart will include
ai is a long vowel digraph where the two vowels
are paired together but we can only hear a single
vowel sound.
ai makes the long vowel a sound which makes
the a say its name.
ai is found in the beginning or middle of a word
Students will complete a mirrors on and repeat what is
written on the anchor chart.
Students will turn their bodies towards the Smartboard
and as a class, the teacher and students will read a poem
which has words that follow the ai pattern.
The class will read the poem 3 times through. The
first time in regular reading voices, and then the
second two times using our mini lesson cards
(reading in a funny voice, doing movement when
reading etc.).
The teacher will ask students to turn to their partner and
discuss what they notice about the words in the poem
Listen and talk about students responses
Students will come up to the board, and circle the words
that follow the ai pattern.
When a word is circled the students will say the
word and spell it out (coaching) using the mini
lesson cards.
Beginning
The teacher will explain to students that they are going to
practice writing and spelling words that follow the ai
pattern.
The teacher will list the materials that are needed for this
activity and show them to the class.
Whiteboard
Writing paper
Pencil
Crayon
The teacher will have a student call out a word that
follows the ai pattern and then the teacher will use it in a
sentence. The teacher will coach themselves as they
sound out the word.
The teacher will write the word out loud on the lined
writing paper.
The teacher will then find the two letters (vowel digraph)
that make the long ai sound and use geometry to identify
the pattern.
For example, in the word tail, the teacher will put
Adapted
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT

 a triangle around the two letters that make the
long a sound using the crayon.
The teacher will then take the word tail and spell it out
loud for the entire class to hear.
Finally, the teacher will use the word in a sentence and
share it with the class.
Middle
The teacher will call on two students to model what the
expectations are during this lesson.
The teacher will have the student spell out the
word wait.
The student will coach themselves as they write
the word wait on the lined paper with pencil.
The teacher will then have the student put a
square around the two letters that make the long a
sound.
The entire class will spell out the word wait.
Finally, the student will create a sentence using
the word wait.
The same process will be done with the second student.
Students will have seen the process modeled 3
times.
End
The teacher will call on a student to repeat directions to
the class.
The students will be called individually to gather their
materials and find a spot in the classroom where they will
work their best.
Students will give a thumbs up when they are
ready.
Once students are ready, the teacher will give the words
to the student.
The students will then take their crayon and circle
the ai vowel digraph on their paper to help create
an understanding that the ai together make the
long vowel a sound.
Closure/Assessment
The teacher will collect students work and explain that
throughout the week they will continue practicing writing,
reading and spelling words with the ai pattern.
The teacher will grade students paper to see if they met
the objective of 3 or fewer errors. In order to get a word
correct, students must:
correctly spell each word
mark the correct two letters that create the long a
sound












Adapted
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT

 Learning Experience #2

Teacher Candidate:
Emily Gross

PLAN

Activity Title & Source, & Description of Word Sort (adapted from Words Their Way 2015 by: Bear,
activity:
Invernizzi, Templeton and Johnston)



Students will complete an open word sort where students are
given a set of words that include ai and ay spelling patterns. The
students will sort the words in any way that they would like, with
the end goal of categorizing the words by ai and ay.

Class description: Describe the important Total number of students: 20

characteristics of the students that need to be Girls: 10
considered in planning & teaching to Boys 10


facilitate learning for all students.
Students on an IEP

Speech: 3
No accommodations necessary in the classroom


Struggling Readers

10 students
Receive Title I Reading Intervention for support
with reading
Intervention reading specialists use Leveled
Literacy Intervention System (LLI) and Orton
Gillingham during intervention time
Students with frequent, disruptive behavior

4 students
Students have specific interventions in place to correct
unwanted behavior
Prior Content Knowledge & Prior Knowledge

Differentiation
Students have worked with the long vowel a using the
Students' prior content knowledge, silent e spelling pattern and now ai. This prior knowledge
language development, social & will be needed during the open word sort section, where
emotional developments, special students must determine the difference between words
needs that both have the long a sound, but one word will follow
Differentiation the ai spelling pattern and the other word will be the new
pattern ay.


Differentiation

Pairing students based on ability level. Each group will
have one academically high and one academically low
student.
Flexible seating
Ohio ELA Standards: Identify strand, Standard(s) Ohios New Learning Standards

grade, number (e.g. RL4.3) & include entire Subject English Language Arts

standard.
Strand Reading: Foundational Skills

Grade 1st

Standard 3. Know any apply grade-level phonics and word
analysis skills in decoding words

C. Know final -e and common vowel team conventions for
representing long vowel sounds.

Adapted
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT

 Student Learning Objective:
ABCD
Audience: Who (the student)
Behavior: What (standard)
Condition: How (strategy/text)
Degree: Measureable outcome
Assessment Strategies: How you will
document the student's ability to meet the
objective. (Degree) List quizzes, rubrics,
handouts, or any additional documentation
related to your assessment.
One word uses the ai pattern
Instructional Materials, Equipment &
Technology: List all of the texts, materials
& technology the teacher & students will use
during the lesson, including titles & sources.
claim, quail, sprain, May, tray, training, play,
Key Vocabulary/Phrases: List the
vocabulary from the text/strategy that you
will discuss.
vertices
Highlight words in procedures.
Word sort
ENGAGE & INSTRUCT
Introduction
The teacher will bring out a bucket full of pattern blocks
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT
Students will be able know and apply grade-level phonics and
word analysis skills in decoding words and know final -e and
common vowel team conventions for representing long vowel
sounds by sorting words that follow the ai and ay spelling pattern
with 3 or fewer errors.
Formative assessment:
Listening to students responses when they are talking with their
peer during the open word sort. The teacher will be looking for:
Both words have the long a sound
ai is found in the beginning or middle of a word
The other words do not have the ai spelling pattern
ay makes the long a sound, but is found at the end of the
word
Collect students open word sorts after self correction
Looking to see if students sorted the ai and ay words with
3 or fewer errors.
Pattern blocks
Word sort words in plastic bags
Source: Words Their Way (pg. 376)
grain, rain, jail, paint, braid, Friday, waiting,
rainbow, pathway, stingray and display
Chart paper
Alphablocks Video: Series 4 Episode 5
Source: BBC
Pattern blocks (circle, triangle, square, rhombus and
hexagon)
Sort
Long vowel a pattern
and explain to students that she will look at the pattern
blocks and sort them in a way she chooses.
The teacher will sort the blocks by number of vertices in
the middle of the class so all students can see.
When sorting, the teacher will explain out loud
why she is choosing to put a shape in a specific
group. The cooperating teacher will agree or
disagree, and if they disagree they will coach
them on how to find the correct answer.
The teacher will ask students to turn to their partner and
think of a different way to sort the pattern blocks.
The class will come back together and the teacher will
listen to students responses.
The teacher will call on a student to come up and
sort the pattern blocks in another way.
Adapted
 The teacher will discuss with the students that just like
sorting pattern blocks, they are going to sort words, which
is called a word sort.
Beginning
The teacher will explain to students that they will be given
a bag of words and must look at the words and sort them
however they choose to.
Once students have sorted all cards, they will glue
the cards on construction paper.
When students are showing five, they will be called up
with their partner to grab a bag of words, a piece of
construction paper, a glue stick and then will find a place
in the classroom to work.
The teacher will remind students to pick a spot in
the classroom that allows them to do their best
work.
Middle
Students and their partner will pick a spot in the
classroom and sort their cards.
The teacher will walk around and informally observe
students discussions. The teacher will be looking for:
Students see that the words create a long a sound.
There are two spelling patterns, ai and ay.
When students have finished gluing their words on the
construction paper, they will come back to the carpet.
The teacher will ask the students, What did you notice
when you were sorting the words?
The teacher will record students answers on the
chart paper.
The teacher will then explain to students that they have
now learned 3 ways to make the long vowel a sound.
The teacher will pull up the anchor chart from the
previous lesson and write the important information about
ay.
ay is a vowel digraph
The teacher will review what a vowel
digraph is
ay is found at the end of a word
Students will then watch the Alphablocks video and learn
about the ai and ay pattern.
When watching the video, the teacher will remind
students to look for words that follow the ai and ay
pattern.
Once the students have watched the video, the
teacher will record the words on the anchor chart
and have the students underline the vowel
digraphs in each word.
The students will complete a mirrors on and repeat the
information on the anchor chart
End
Now that students have discussed the ay and reviewed the
ai long vowel spelling pattern, the teacher will have
students self correct their open word sort with their
partner.
Adapted
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT

 The teacher will explain to students that they now know
the two long vowel a patterns that they are learning this
week.
The teacher will describe to students that they will look at
their open word sort, and if they would like to change
anything, they will correct it with a crayon, just like they
do during their morning work.
Students and their partner will go back and self-
correct their word sort. The two categories that
they now should have are ai and ay.
The students will make a X if the word is not
correct and then will rewrite the word on the
accurate side (ai or ay).
Closure/Assessment
Once students have corrected their word sort, they will
bring their sort to the teacher.
The teacher will ask students to explain their
word sort and what they did
The teacher will ask students to explain the
difference between the ai and ay vowel pattern,
making sure to touch on how they know the
difference between the two patterns and when to
use them.
After self correction, the teacher will collect students work to see
if they met the objective of completing the sort with 3 or fewer
errors.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

 Learning Experience #3
Teacher Candidate: Emily Gross
PLAN
Activity Title & Source, & Description of Word Hunt (adapted from Words Their Way 2015 by: Bear,
activity: Invernizzi, Templeton and Johnston)

During this learning experience, students will be in their guided
reading group and complete a word hunt that has words which
follow the ai and ay spelling pattern.

Class description: Describe the important Total number of students: 20

characteristics of the students that need to be
considered in planning & teaching to
facilitate learning for all students.
Students on an IEP
Prior Content Knowledge &
Differentiation
Students have now spent two days working with the ai
Students' prior content knowledge
Differentiation
Girls: 10
Boys 10
Speech: 3
No accommodations necessary in the classroom
Struggling Readers
10 students
Receive Title I Reading Intervention for support
with reading
Intervention reading specialists use Leveled
Literacy Intervention System (LLI) and Orton
Gillingham during intervention time
Students with frequent, disruptive behavior
4 students
Students have specific interventions in place to correct
unwanted behavior
Prior Knowledge
and ay spelling pattern. Additionally, students have
completed word hunts in guided reading groups before
with previous spelling patterns.
Differentiation:
The books for this lesson are differentiated based on the
guided reading groups reading level.
If students are struggling to find words, the teacher will
provide specific page numbers and/or lines that have
words which follow the ai, ay long vowel spelling pattern.

Common Core ELA Standards: Identify Standard(s) Ohios New Learning Standards
strand, grade, number (e.g. RL4.3) & Subject English Language Arts
include entire standard. Strand Reading: Foundational Skills
Grade 1st
Standard 3. Know any apply grade-level phonics and word
analysis skills in decoding words
C. Know final -e and common vowel team conventions for
representing long vowel sounds.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

 Student Learning Objective:
ABCD
Audience: Who (the student)
Behavior: What (standard)
Condition: How (strategy/text)
Degree: Measureable outcome
Assessment Strategies: How you will
document the student's ability to meet the
objective. (Degree)
Listen to students sounding out the words they hear and
Instructional Materials, Equipment &
Technology: List all of the texts, materials
& technology the teacher & students will use
during the lesson, including titles & sources.
By: Maria Fleming
Key Vocabulary/Phrases: List the
vocabulary from the text/strategy that you
will discuss.
ai and ay
Highlight words in procedures.
ENGAGE & INSTRUCT
Opening
The teacher will explain to students that they will be
Beginning
The teacher will introduce the book Snail Mail by Maria
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT
Students will be able know and apply grade-level phonics and
word analysis skills in decoding words and know final -e and
common vowel team conventions for representing long vowel
sounds by completing a word hunt and identify at least 10 words
that follow either the ai or ay spelling pattern.
Formative assessment:
Watch students as they complete their word hunt
observe the process they use as they complete the hunt
Collect students word hunt recording sheet
Looking to see if students can identify at least 10
words that follow the ai or ay spelling pattern in
the story.
Word Search for introduction
Source: A-Z Teacher Stuff
Snail Mail
Book used for teacher modeling and guided
practice
Source: Scholastic
A Gray Day in Maine
By: Jo Medick
Book used for independent practice
Source: StoryTown
Cardstock paper
Watercolor paint
Paintbrushes
Crayons
Word Search
Long vowel a pattern
Word hunt
completing a word search, which is a puzzle that has
words hidden inside it.
The teacher will explain to students that she wants them to
find the words that are at the bottom of the word search
These words follow the ai, ay pattern
The students will use their highlighters and find the words
in the word search
Once students have completed their word search, the
teacher will explain that just like finding words in a word
search, students will be finding words in a book. This is
called a word hunt. The students will hunt for words.
Fleming to the students.
Students will make predictions of what the story
Adapted
 is going to be about.
The teacher will explain to students, that when she is
reading, she will be on the hunt for words that follow the
long vowel ai and ay spelling patterns.
When the teacher finds a word that matches the ai and ay
spelling pattern, she will record her finding on a white
piece of paper with a white crayon. The paper will be
divided (one half is ai, the other half is ay).
When the teacher is all done recording the words
that follow the pattern, she will use watercolor
paint and paint over the white crayon. This will
make the crayon appear like magic.
The teacher will read the first page of the story and stop at
the word mail (pg 1). The teacher will do her thinking out
loud, explaining to students that she knows this follows
one of the spelling patterns because when she looks at the
word she sees the ai in the middle, and when she sounds
out the word she hears the long a sound.
The teacher will then take her white crayon and
write the word on white cardstock paper.
She will continue reading the book and find two more
words that follow the ai or ay spelling pattern.
snail (pg. 2)
Birthday (pg. 4)
Again, the teacher will record the words with the
white crayon on white cardstock. Each time she
records a word, she will explain out loud why this
word is correct.
Middle
The teacher will continue reading a book, but this time
will stop at a page and ask students to look for a word that
follows the ai or ay spelling pattern.
Students will give a thumbs up when they have
found a word.
Once a student has found one, the teacher will
have the student give the word as the teacher
records it on the white paper.
The teacher will continue reading, and again stop and call
on another student to find a word in the story that follows
the spelling pattern.
The teacher will demonstrate to students that when they
have finished reading, they will take a watercolor paint
kit, a cup of water and a paintbrush. The teacher will
show students how to paint over the crayon with the water
color. The words will then appear.
End
Now that the students have seen what is expected, they
will begin their own word hunt.
This book will have been read the previous day
for students to have familiarity of the books
layout and the words it has in it. The book will be
read as a choral reading.
Students will get their paper and crayon and go on a word
Adapted
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT

 hunt.
Students will record the words they find on the
white paper.
If the teacher notices a student struggling, the
teacher will give the student specific page
numbers and/or lines on that page to look for the
words that follow ai and ay.
When students complete their word hunt, the teacher will
give students the watercolor materials and they will paint
over the white crayon with the paint.
Closure/Assessment
Once students have completely finished, the teacher and
students will record all of the words that the students
found on the whiteboard for the entire group to hear.
As a group we will say and spell each word out
loud.
The teacher will collect students work and grade to see if
they were able to meet the objective of finding at least 10
words that follow ai or ay in the story.














































Adapted
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT

 Learning Experience #4

Teacher Candidate:
Emily Gross

PLAN

Activity Title & Source, & Description of Long Vowel Bingo (adapted from Words Their Way 2015 by:
activity:
Bear, Invernizzi, Templeton and Johnston)

Students will play the game bingo using a combination of ai and
ay words. Students must find the word on their bingo card, sound
out the word, and then coach themselves as they write the word at
the bottom of their bingo board. Finally, students will create a
sentence using the word.

Class description: Describe the important Total number of students: 20

characteristics of the students that need to be Girls: 10
considered in planning & teaching to Boys 10


facilitate learning for all students.
Students on an IEP

Speech: 3
No accommodations necessary in the classroom


Struggling Readers

10 students
Receive Title I Reading Intervention for support
with reading
Intervention reading specialists use Leveled
Literacy Intervention System (LLI) and Orton
Gillingham during intervention time
Students with frequent, disruptive behavior

4 students
Students have specific interventions in place to correct
unwanted behavior
Prior Content Knowledge & Prior Knowledge

Differentiation
Students have had three days working with words that
Students' prior content knowledge, follow the long vowel a pattern ai and ay. Additionally,
language development, social & our class is used to the routine of playing games as part of
emotional developments, special our word study curriculum. We have played a variation of
needs this game bingo before which gives students a basic
Differentiation understanding of how the game works.


Differentiation

(flexible seating)
Hand tapping cards
Students tap out the phonemes that make up the
word on an outline of a hand.
Bingo experts (high achieving students)
High achieving students will assist low achieving
students that they are sitting next to. If the expert
notices that a student is struggling, they can
provide support during bingo.
Common Core ELA Standards: Identify Standard(s) Ohios New Learning Standards

strand, grade, number (e.g. RL4.3) & Subject English Language Arts

include entire standard.
Strand Reading: Foundational Skills

Grade 1st

Adapted
from
www.stmartin.edu
&
Dr.
Michelle
Cosmah,
EDT

 Standard 3. Know any apply grade-level phonics and word
analysis skills in decoding words

C. Know final -e and common vowel team conventions for
representing long vowel sounds.

Student Learning Objective: ABCD
Students will be able to know and apply grade-level phonics and
word analysis skills in decoding words and know final -e and
Audience: Who (the student)
common vowel team conventions for representing long vowel
Behavior: What (standard)
sounds by locating words that follow the ai and ay vowel pattern
Condition: How (strategy/text)
with 3 or fewer errors.

Degree: Measureable outcome

Assessment Strategies: How you will Formative assessment:

document the student's ability to meet the Listening to students responses when talking with their partner
objective. (Degree) List quizzes, rubrics, during the introduction (what is the job of ai and ay)?
handouts, or any additional documentation
The teacher will walk around the room during each round and
related to your assessment.

observe students playing bingo. The teacher will be looking for:

Students correctly writing the word and coaching
themselves as they spell out the word
Students marking the correct words on the bingo board


At the end, the teacher will collect students bingo boards to see if
they were able to locate words that follow the ai and ay vowel
pattern with 3 or fewer errors.

Instructional Materials, Equipment & Bingo board cards (self created)
Technology: List all of the texts, materials Horton Hears a Who reading buddy
& technology the teacher & students will use Chart paper
during the lesson, including titles & sources.
Whiteboard marker
Sock for erasing
Key Vocabulary/Phrases: List the Vowel digraph
vocabulary from the text/strategy that you Long vowel a sound
will discuss.
ai is found at the beginning or middle of a word
ay is found at the end of a word
Highlight words in procedures.

ENGAGE & INSTRUCT

Introduction/Opening
The teacher will ask the students, I have a Horton from
Horton Hears a Who! We were talking, and he does not
know anything about the long vowel a patterns, ai and ay,
what important things would you tell them?
Students will turn to their partner on the carpet
and discuss the question being asked.
Once students have had the opportunity to discuss the
question, the class will come back together and the
teacher will write students responses on chart paper. The
teacher will be looking for:
Both patterns are vowel digraphs
Both patterns make the a say its name
ai is found at the beginning or middle of a word
ay is found at the end of a word
If these answers are not met, the teacher will prompt
students with direct questions that allow students to focus
on these key facts.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

 The teacher will have students complete a mirrors
on and repeat the information on the anchor chart
The teacher will then explain that today, students will be
playing the game bingo to help continue to practice
reading, writing and spelling words that follow the ai and
ay pattern.
Beginning The teacher will show the materials that each student will
need.
Bingo board, whiteboard marker and sock eraser
All materials will be given to students after the directions
of the game have been given.
The teacher will show the bingo board and explain that
every bingo board is different from one another (each
bingo board has the same words but are placed in different
orders).
The teacher will hold up the bingo board and ask students,
what do you notice about the words that are on our
bingo cards?
This question will allow students to see that each
word has the long vowel a patterns.
The teacher will explain that at the bottom of the bingo
card is a place where students will coach themselves as
they spell the word they hear the teacher saying.
The teacher will discuss that in order to win a round of
bingo, students must have five in a row going horizontal,
vertical, or diagonal. When a student gets five in a row,
they will raise their hand and say the five words they have
out loud.
The teacher will then do a teacher modeling of how each
round will work.
A student will pick a word from the card pile. The
student will say the word 3 times for student
teacher to hear the word. The teacher will then
think out loud showing the process that they go
through.
Stretch the word out so the students can
hear each phoneme in the word
Look at each word on the bingo board
until the teacher finds the correct word
Mark an X over the word
Coaching when writing the word
Ex: t-r-a-i-n train
Write the word on the practice space
below the bingo board, making sure to
underline the ai or ay
Use the word in a sentence
Middle The teacher will call on two students to go through the
process of what is expected during each round.
Stretch the word to hear each sound
Find the word in the bingo board and draw an X
Coach themselves as they write the word on the
Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT
 practice space
Use the word in a sentence
The teacher will have another student come up and
demonstrate the same thing as student #1.
Once students have seen the expectations demonstrated 3
times (1 from the teacher and 2 from the students), the
teacher will call on quiet students to gather their materials
and find a spot in the classroom
Remind students that they are picking a spot that
will allow them to do their best learning (away
from friends).
Explain while students are picking their
spots, the teacher has the right to change
them.
Students will give a thumbs up when they are ready to
begin playing the game.
End The game will be played until each word has been read
from the bingo board
When a student wins a round of bingo, they will
read off their words and the class will throw an air
high five to that student.
The teacher has the responsibility of walking around the
room observing students bingo boards.
Closure/Assessment Once the students have finished bingo, the teacher will
remind them that tomorrow when they take their spelling
test, to use the strategies and tools they used today in
bingo and throughout the week when spelling words that
follow ai and ay long vowel spelling patterns.
Formative Assessment
The teacher will collect students bingo boards, and see if
the students had marked all of the words that were said
during the game. To meet the objective, student must have
made fewer than 3 errors.
Summative Assessment
The final assessment for this learning segment will be
given on Friday in the form of a spelling test. Students
will write 10 words that follow the ai and ay spelling
pattern.
Group 1 words: stingray, rainbow, training,
sprain, player, railway, today, subway, display,
mailbox
Group 2 words: paid, railway, drain, stain, tray,
today, stray, braid, waist, clay
Once all 10 words have been written, students will dictate
two sentences using past/present spelling words and red
words.
Dictated Sentence #1: The day will be gray if it
rains outside.
Dictated Sentence #2: Did you see the toad in the
mailbox?

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT