1. Topic-
Long Vowel /e/y
 
2. Content-
Word Building, Spelling Word Practice, Independent Phonics Practice, High Frequency Word Practice
 
3. Goals: Aims/Outcomes-
1. Students will learn phonics skills through word building.
2. Students will practice their spelling words.
3. Students will gain skills to problem solve and work independently.
4. Students will practice using high frequency words.
 
4. Objectives-
1. To generate the long vowel sound /e/y
2. To build words using known letters and sounds
3. To read and follow simple directions in order to successfully work independently
4. To use high frequency words in a complete sentence
 
5. Materials and Aids-
Individual white boards, dry erase markers, rags, Phoneme/Graphing/Mapping sheets, Smart Board, Practice Page 29, Teacher's Manual, HFW Sentence strips, student reading book
 
6. Procedures/Methods-

A. Introduction-

1. The teacher will explain that the students will be doing a word building activity. The teacher will instruct students to get out materials.
2. Once finished with the Word Building activity, students will listen as the teacher explains the objectives and goals for the students during the spelling word practice
3. The teacher will point out the list of goals for the students to complete while they are not in a small group.
 

B. Development-

1. The teacher will explain to the students how to complete each independent activity.
2. The teacher will model for any student who does not understand the directions.
 

C. Practice-

1. The teacher will take a group to complete the spelling word practice.
2. The students and teacher will use a strategy called Phoneme/Graphing/Mapping to sound out each spelling word. The teacher will complete the activity with the students.
3. The students are to use phonemic awareness to produce the correct sounds and spell the word on their paper.
4. The students will have 2 High Frequency Words, and will use rote memory to spell these words.
 

D. Independent Practice-

1. While the students are not working with the teacher, they will have several activities to complete.
2. The students will complete practice page 29 independently, but can ask a friend for help if they do not understand how to do it.
3. The students will independently complete sentence strips using High Frequency words learned this week.
4. The students will choose a decodable book to read independently.
5. Once these activities are finished, the students may choose to read another decodable book, a book from the classroom library, or help a friend who is still working.
 

E. Accommodations (Differentiated Instruction)-

1. Students are split into three groups according to their score on a pretest, given at the beginning of the week. Spelling words have been differentiated according to ability levels, but all are working on the long /e/ sound made with a y.
 

F. Checking for understanding-

1. Once all three groups have finished practicing the spelling words, the teacher will check practice page 29, providing guidance for those who did not understand the task.
2. The Students will turn in the sentence strips to a basket. The teacher will assess student progress during a free time.
 

G. Closure-

1. The teacher will provide closure by reading the story of the week as a class. The students will show the teacher their ability to read the high frequency words and long /e/y words in the story.
 

This Lesson Plan is available at (www.teacherjet.com)