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    LITERACY HOUR LESSON Plan WRITING

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    Leesha St. Claire
    The lesson teaches 1st grade students about short vowel sounds using the letter "a". The teacher reads a story aloud containing words with the short "a" sound. Students learn vocabulary from the story and practice reading sentences. They write their own sentences using objects as prompts. Students practice spelling words with short "a", segmenting words by sound, and reading words and sentences. Assessment includes a worksheet and passage to check understanding of short vowel sounds.

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    LITERACY HOUR LESSON Plan WRITING

    Uploaded by

    Leesha St. Claire
    111 views5 pages
    The lesson teaches 1st grade students about short vowel sounds using the letter "a". The teacher reads a story aloud containing words with the short "a" sound. Students learn vocabulary from the story and practice reading sentences. They write their own sentences using objects as prompts. Students practice spelling words with short "a", segmenting words by sound, and reading words and sentences. Assessment includes a worksheet and passage to check understanding of short vowel sounds.

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    LITERACY HOUR LESSON Plan

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    The lesson teaches 1st grade students about short vowel sounds using the letter "a". The teacher reads a story aloud containing words with the short "a" sound. Students learn vocabulary from the story and practice reading sentences. They write their own sentences using objects as prompts. Students practice spelling words with short "a", segmenting words by sound, and reading words and sentences. Assessment includes a worksheet and passage to check understanding of short vowel sounds.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    111 views5 pages

    LITERACY HOUR LESSON Plan WRITING

    Uploaded by

    Leesha St. Claire
    The lesson teaches 1st grade students about short vowel sounds using the letter "a". The teacher reads a story aloud containing words with the short "a" sound. Students learn vocabulary from the story and practice reading sentences. They write their own sentences using objects as prompts. Students practice spelling words with short "a", segmenting words by sound, and reading words and sentences. Assessment includes a worksheet and passage to check understanding of short vowel sounds.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    LITERACY HOUR LESSON USING THE LOOK-AND-SAY APPROACH

    SUBJECT: Language Arts


    TOPIC: Short Vowel Sounds
    CLASS: Grade 1
    TIME: 1 hour
    OBJECTIVES/LEARNING OUTCOMES: Students should be able to:
    1. Identify words containing the short vowel sounds of “a”
    2. Read a short passage with words containing the vowel sound “a” with over 90%
    accuracy.
    3. Write Sentences using words with short vowel sounds “a”
    PREVIOUS KNOWLEDGE: Students know that the vowel sound “a”
    CONTENT: A short vowel sound is one in which the name of the vowel is not heard, and is
    usually represented by a single letter. It's important to note that the pronunciation of short vowels
    can vary depending on the word.
    STRATEGIES & SKILLS: Tapping prior knowledge, making connections, sounding out words
    using phonics, using context clues; modeling; peer collaboration; Think-pair-share
    MATERIALS: A story with short vowel sounds, flash cards, individual letter cards, short
    assessment passage with long and short vowel sounds; bat; bag; mat.

    LESSON DEVELOPMENT:
    A. OPENING
    Step 1: Read Aloud: The teacher will expressively read a short story that has words with short
    vowel sounds:
    B. READING & RESPONDING
    Step 2: Introducing Vocabulary:
     The teacher will ask students to talk about any sound they may have been able to identify
    from listening to the short passage read.
     The teacher will introduce vocabulary from the story on flashcards by showing students
    the words with the short vowel sound “a”, and having them call the words.
     The teacher will use the words in sentences and then ask students to use the words in
    their own sentences.

    Step 3: Teaching a Reading Strategy: The teacher will teach the reading strategy called
    “Group Letters That Make Sounds Together.” Students will be encouraged to be flexible about
    vowel sounds – try one, then another – until they read a word that sounds like a word they have
    heard or that makes sense in the sentence.

    TRICKY VOWELS: THESE VOWELS CAN MAKE MORE THAN ONE SOUND
    (Teach the sound: synthetic)
    a alarm acorn

    Step 4: Reading the Selection:


     Students and teacher will read the passage, using the reading strategy just
    learned.
    Step 5: Discussion/Responding:
     Ask students the following questions to get them to give their opinions about the
    story
    1. Did you like the story?
    2. What did you like about it?
    3. Have you ever owned a cat?
    4. What do you think about cats?
    C.TEACHING WRITING SKILLS (Process Approach to Writing: prewriting; drafting;
    revising; editing; and publishing.)
    1. Prewriting (THINK): The teacher will have these three items at the front of the class: a
    bat, a bag, and a mat. The teacher models by picking up the bag and the bat and placing
    them on the mat. Students are given time to think of a sentence that matches the teacher’s
    action or they can think about their own sentence using the items. (The word wall with
    sight words is there for guidance).
    2. Drafting (WRITE): The teacher will ask the students to write the sentence they thought
    of using the three items.
    3. Revising (MAKE IT BETTER): The teacher will place students in pairs and give them
    an opportunity to share their sentences with each other. Ideas will be shared to make their
    sentences better through the application of peer assessment.
    4. Proofreading/editing (MAKE IT CORRECT): Students will edit their work and make
    the necessary corrections.
    5. Publishing (SHARE): Show and tell: Students will “show” their sentences through
    actions. The students that are seated will be given the opportunity to guess the
    sentence. The presenter will write their sentence on the board.
    Step 6: Word Works: (Awareness & Auditory Discrimination): The teacher will say to
    students, “Today you will learn to spell and read the words with the short vowel sound.” The
    teacher will review the principle: A short vowel sound is one in which the name of the vowel is
    not heard.

    Let students then give their own examples of words that have short vowel sounds. (Teach the
    sound: analytic)
    Step 7: (Segmentation): The teacher will say to the students, “In some words such as “cap,” you
    can hear /a/ in the middle, while in others such as “at”, you hear it at the beginning. The teacher
    then asks students to listen to some words and say if they hear the particular vowel sound at the
    beginning, middle, or end.
    Step 8: (Association & Visual Discrimination): The teacher tells students that they are now
    going to look for the letters we pronounce as short vowel “a” sound. Students review the short
    vowel sound of “a”.
    Step 9: (Reading): The teacher will say to the students: “Now, let’s read some words using the
    short vowel sound of the letter “a”. The teacher will print a one-syllable word such as “bat” on
    the board. The teacher will remind students that they already know the sounds “b” and “t” and
    will model sequential decoding, saying the sounds together, and quickly moving her hand along
    the/m/a/t/. The teacher will then write several words on the board and ask students to decode
    them sequentially. The teacher will invite students to make oral sentences with the words they
    have decoded. The teacher will also write some of the oral sentences on the board and students
    can read the sentences from the board.

    D. TEACHING COMPONENTS OF LANGUAGE ARTS


    Step 11: Spelling: The teacher says to students, “Let us learn to spell words with short vowel
    sounds “a”. The teacher will write the letters representing the sounds as she slowly says the word
    “cat.” The teacher will then remind the students that they already know the sounds of the letters
    “c” and “t.” The teacher will model spelling a few more words with the short vowel sound
    “a”. Then, on paper, students will write the letters for each word that is said: fan, mat, rat, ran,
    bat, sat, fat

    E. EXTENDING
    Step 12: Independent Writing:
     Students will write two sentences in their journals containing words with the short
    vowel sound of “a” using phonetic skills.
    CLOSURE: Students will review the short vowel sound by completing a worksheet:

    STUDENTS’ ASSESSMENT: The teacher will assess students’ spelling of the given words and
    assess their ability to independently read this short passage:

    TEACHER EVALUATION: The teacher will assess the students at the end of the lesson.

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