Group Three:

Natalie Figueroa
Mandi Marcus
Brooke Reynolds
Project Reflection Sheet for UDL Educators Checklist
How did you use technology to implement the 9 UDL guidelines? Explain in the nine boxes below.
Resave the file as Group # UDL checklist
I. Provide Multiple Means of
Representation:

Your notes

1. Provide options for perception

1. Offer ways of customizing
the display of information

1.2 Offer alternatives for auditory

information

1.3 Offer alternatives for visual

information

1.1 Above-level students will listen to the /ow/ sound

via audio recording. All students will utilize
ActivInspires FlipChart to electronically display
knowledge of the /ow/ sound and characteristics of
proper sentence structure.
1.2 Above level students will focus on their listening
skills, through an audio recording, to distinguish the
/ow/ sound from the /ou/ and /au/ phonics sound.The
audio recording will be paused, a selected student will
then be asked which sound was voiced. If the /ow/
sound is pronounced, repeat the sound and provide a
word with the /ow/ sound. The audio recording will
continue until each student has had an opportunity to
participate.
1.3 During the introduction of the lesson, whole group
instruction, students will turn their attention to the
projector board for a short video clip. The video
introduces the /ow/ sound and generates words with
ending with the /ow/ sound.

2.
Provide options for language,
mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols

2.1 After the introductory video, students will

participate in a typical phonics-based lesson. Students
will say the sound, model the mouth movement, repeat
the sound, provide an example(cow, c-o-w,
cow, /ow/). As a class, brainstorm words
containing the /ow/ sound. Write the terms into the
provided word bank model. During the read-out-loud
experience, we will frequently review /ow/ based
vocabulary to achieve clarity by asking questions such
as; what /ow/ sound words have we read so far, have
we come across more /ow/ sounds, we have read

several words with the /ow/ sound, lets retell these

words and write them onto /ow/ sound word bank.
2.2 Clarify syntax and structure

2.3 Support decoding of text, and

mathematical notation, and symbols

2.2 Based on prior knowledge, students should have a

solid foundation of word syntax and structure . Any
additional clarification will be visited prior to the
lesson, and as needed during the lesson.
2.3 The chopping method will be used to decode
unfamiliar terms. This method incorporates physical
movements within broken up sounds, in order to assist
with student memorization and development of
problem solving skills.
2.4 The students are able to recognize /ow/ sounds
through listening, seeing, and speaking.

2.4 Promote understanding across

language
2.5 Illustrate through multiple media
3.

2.5 A variety of media is utilized through out the

lesson; a read and draw activity worksheet, fill-in-theblank word web, scare the crows hands-on activity,
phonics cards, phonics cow activity worksheet, short
video clip, audio recordings, and FlipChart practice.

Provide options for comprehension

3.1 Activate or supply background
knowledge

3.2 Highlight patterns, critical features,

big ideas, and relationships

3.1 Demonstrate words with the /ow/ sound; review

anticipated vocabulary presented in the text.
3.2 The big idea of the lesson is centered around
students ability to read the text, The Frowning Clown,
in order to decode words within the text; specifically
focusing on words with the /ow/ sound. Students will
focus on three essential questions through out the
lesson; How does knowledge of a vowel sound help
you as a reader, how does being able to blend sounds
of letters to words help you as a reader, and what do
good readers and writers do to figure out the words
they do not know?
3.3 Students will maneuver the mouse in order to
move shapes, an opportunity to type sentences will be
provided via FlipChart.

3.3 Guide information processing,

visualization, and manipulation

3.4 The basic knowledge of phonics sounds builds the

foundation of reading and decoding skills, allowing
3.4 Maximize transfer and generalization for more advanced terminology and word length to be
conquered.
II. Provide Multiple Means for Action
and Expression:

Your notes

4.

Provide options for physical action

4.1 Vary the methods for response and
navigation

4.1 Students are able to respond verbally proceeding

the completion of the FlipChart.Students will also be
typing /ow/ words during the writing portion of the
assessment.

4.2 Students utilize the FlipChart to brainstorm then

4.2 Optimize access to tools and assistive type /ow/ words into complete sentences, as well as to
moving provided charts through out the provided
technologies
storyboard pages
5.
Provide options for expression and
communication
5.1 Use multiple media for
communication

5.2 Use multiple tools for construction

and composition
5.3 Build fluencies with graduated labels
of support for practice and
performance
6.
Provide options for executive
functions

5.1 Students will communicate through media during

the assessment portion of the assignment,
by interacting with a FlipChart to complete the
provided assessment requirements.
5.2 Tagxedo, ActiveInspire, Book, Audio Recording,
Video Clip, Podcast, etc.

5.3 Students are given opportunity to identify /ow/

words by verbally responding to questions during the
read aloud. Additionally, students will identify /ow/
words on worksheets and write /ow/ words of their
own.

6.1 Guide appropriate goal setting

6.1 Goals are set for each students ability with

specific expectations for improvement in recognizing
the /ow/ sound. Scaffolding is provided by
recognizing, writing, and then listing rhyming words.

6.2 Support planning and strategy

development

6.2 Goals are set within the lesson plan with strategies
that encompass all abilities. There are multiple
opportunities given to students to further understand
/ow/ words.

6.3 Facilitate managing information and

resources
6.4 Enhance capacity for monitoring
progress
III. Provide Multiple Means for
Engagement:

6.3 The teacher will follow the I do, We do,

You do to be sure that students are ready and able to
work independently and successfully.
6.4 Students will be given an assessment at the
end of the lesson in order to monitor individual
student progress.
Your notes

7.
Provide options for recruiting
interest
7.1 Optimize individual choice and
autonomy

7.2 Optimize relevance, value, and

authenticity

7.3 Minimize threats and distractions

7.1 Due to the construction and time management of

the lesson, there is little opportunity in individual
choice and autonomy. However, individuality is
encouraged in the completion of all assignments.
Unique decision making is also encouraged during
small group instruction.
7.2 By recognizing /ow/ terms on FlipChart / and
listing words that rhyme; knowledge is optimized, the
value and authenticity to further reading ability is
present.
7.3 Students will follow classroom rules to respect
others and to not enable any student from learning by
raising their hands with questions and working
quietly.

8.
Provide options for sustaining
effort and persistence
8.1 Heighten salience of goals and
objectives

8.2 Vary demands and resources to

optimize challenge

8.3 Foster collaboration and community

8.4

9.

Increase mastery-oriented feedback

8.1 Small group instruction is based on the academic

level of students; above, average, and low-leveled
students. During this instruction, goals and objectives
are adjusted according to three levels of students.
Expectations and the value of work are based off of
leveled abilities.
8.2 Proceeding whole group instruction, students will
be separated into small groups, based off of their
academic level; above level, intermediate, and lower
level students. The variation in methods ensures each
student is provided with work based upon he or shes
current capabilities, providing a challenge unique to
each level.
8.3 Small and whole group instruction will be utilized
during the production of this lesson, fostering both
collaboration and community among peers.
8.4 During small group instruction, feedback will be
provided based on students academic level. During
individual instruction, or seat work, feedback will
based on students independent capabilities. The
intend of this feedback is to provide positive
reinforcement, and tend to the individualized needs of
each student.

Provide options for self-regulation

9.1 Promote expectations and beliefs that 9.1 Praise will be provided to the students to

optimize motivation

encourage the students in active learning.

9.2 Facilitate personal coping skills and

strategies

9.3 Develop self-assessment and

reflection

9.2 Accommodations are in place to help students

who have multicultural considerations/equity
needs. For example, para-educator, scribe, and special
instructions.
9.3 The formative assessment, provided through
FlipChart, will provide students the opportunity to
reflection on the inherited information from newly
presented information in the lesson.

How did you integrate technology into the The central goal of this lesson was to accommodate
goals, materials, methods, and assessment different leveled learners, with the combination of
for this lesson to improve students
different technologies within the lesson.
understanding of content?
What technology was used? By whom?
Why was this appropriate technology to
integrate?

The students and teachers are using Flip Charts on

Promethean Boards. This is appropriate for educators
and teachers to get all involved and moving while still
reviewing the material in the lesson.

Instructional Lesson Plan

Interns Name
Group Three:
Natalie Figueroa
Mandi Marcus
Brooke Reynolds

Grade
2nd

Class Size
20

Subject
Phonics and Word Recognition:
/ow/ sound

School
Reach for the Stars Elementary School

Date / Time
January 20, 2015

Mentor Initials

I. Value of the Lesson What will the students learn? Why is this learning meaningful, important
and appropriate? What will the students say or do that will serve as evidence of learning?
MD College and Career Ready Standards
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.2.
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams.

Lesson Objective
Student(s) will read the text, The Frowning Clown, in order to decode words within the text with the
/ow/ sound. Prior knowledge of o and w phonemes will be used to blend together by creating a
diphthong.

Essential Questions
How does knowledge of a vowel sound help you as a reader?
How does being able to blend sounds of letters to make words help you as a reader?
What do good readers and writers do to figure out the words they do not know?

Formative Assessment
The assessment will begin with the creative writing, or in this case typing, portion of the activity.
Students will create a short story, consisting of approximately 3 to 4 sentences. Students are required
to include a minimum of five /ow/ words. These may be words we reviewed, observed in the text, or
new words we have not seen. The sentences should be typed on the two provided storyboard pages.
To accompany student writing, students are encouraged to use the provided characters to create two
illustrations on FlipChart. Once the assessment is complete, students will turn to their neighbor to
share a short description of their creation. This turn and talk acts as an opportunity to reflect on the
past lesson and newly inherited information. Laptops will be provided for each student.
Early-Finisher Activity
Early-finishing students should proceed to the next assignment. Based on the theme from The
Frowning Clown, students are to depict words containing the /ow/ sound from other listed
vocabulary. Using a color of their choice, students should circle all words including the /ow/ sound.
Higher leveled, early-finishing, students will be provided with an extra assignment. Being that the
assessment is lengthy, this assignment is aimed for strictly for higher-leveled students.
Students are to brainstorm additional words with the /ow/ sound.
Students must write a minimum of three words; one word with the /ow/ sound in the
beginning of the word, one word with the /ow/ sound in the middle, and lastly one word with
the /ow/ sound at the end.
Try to brainstorm words we have not reviewed today in class.
This is a challenge worksheet! If you become stuck, trying use rhyming as a technique to
assist you!
When complete, feel free to add color.
Imagine retrieved from http://kiddyhouse.com/Phonics/phoniccow1.gif

Academic Language Demands

/ow/ - Blend students are focused on in the decodeable book.
Diphthong - Unsegmentable speech sound.
Blend- The term used to describe the combination of O and W.
General Terms
Clown - an entertainer in a circus.
Frowning- a facial expression showing anger or disappointment.
Bound- to move by jumps and leaps.
Squirted- spraying water.
Stout - another word for short.
Ounce - a unit of measurement.
Pout- a facial expression showing sadness.

II. Context for Learning What factors will influence my instructional decisions? How will my
instruction respond to these factors?
Knowledge of Learners
(Age level characteristics, Students prior knowledge (based on DATA / pre-assessment),
Anticipated Misconceptions or Areas of Confusion, etc.)

Age Level Characteristics- 6-7/8-9

year-olds
Emotional:
There is a deep need for
approval from adults/peers
Social:
The child is concerned with
pleasing his teacher.
Being first and winning are
still important.
Child decreases dependence
on adults.
Physical:

Children can work

diligently for longer
periods but can become
impatient with delays or
their own slowness.
Prior Knowledge
Students know the OW
blend/ words
Students will have
discussed clowns and

Age Level Characteristics- 6-7/8-9 year-old

Emotional:
We will give the students a lot of positive
reinforcement and encouragement so they will feel
appreciated.
Social:
We will keep in mind how the students will want to
do well to please us and therefore make sure we
provide a lot of support and positive reinforcement
showing appreciation.
We will remind the students before the lesson starts
that this game is not about winning but about
understanding the material.
The first few questions will be done as a class with
help from the teachers, but the last few questions the
students will be encouraged to try on their own.
Physical:
The students who finish the lesson early will have an
extra, fun worksheet they can complete so they are
still actively engaged in the lesson and not held back
or bored while waiting for other students to finish.
Prior Knowledge
Students learned the sounds the OW blend makes

shared experiences with

their peers
Students know how to use
Active Inspire on the
laptops and can open the
chart on the Wiki.
Areas of Confusion
The OU compared to OW
blend

and are able to identify, read and write OW words

(clown, frown, brown). The students can read The
Frowning Clown independently.
We will review the students experiences and stories
before the reading as motivation for reading more
about clowns.
In previous lessons, the students have learned and
manipulated the class Wiki and can use the webpage
to open Active inspire flipcharts. The students will
open The Frowning Clown flipchart and be able to
follow directions, completing the activity as
necessary.

Areas of Confusion
In the story there are both OW and OU blends. The
two sounds look and sound similarly. Students may
be confused that OW and OU makes the same sound
with different spelling. For example, loud and cow
sound the same, but use different diphthongs. We
will review the two sounds and spellings during the
reading, but will tell the students to focus on OW.
Specific Individual or Small Group Needs
(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.)
Student A- She has difficulty
processing information and often
needs information repeated in more
than one way.
Student B-Came from another
school and is behind grade level
and cannot identify letters and their
sounds nor can she write on grade
level.
Student C- This child has a
Traumatic Brain Injury (TBI).

Student D- This students

disability is unknown. She has
difficulty performing everyday
tasks such as oral and written
communication.
*Student C and D have an IEP*
Small Group Consideration
Students will work together
in order to depict the /ow/
sound from other phonics
sounds.

For Student A, we will rephrase what they expect

from this student in many different ways.
For Student B, we will have her copy the word that
she spells out. For example, if Student B says
clown one of the interns will write clown on a
paper and have Student B copy same word
underneath.
For student B, since she reads and writes below
grade level, we will take her step by step on the
worksheets the students have to complete after the
review lesson. We will model and make sure the
student has full understanding as well as sitting with
her for assistance (if needed).
For Student C, we will assist her by asking the
students para-educator what the best approach is to
explaining the lesson to her.
For Student D, we will scribe for her as needed
Small Group Considerations
The teacher will provide a variety of phonics cards.
Present one card to one students. Ask what sound it
is. Model the sound. If it is a /ow/ sound, provide a
word with the /ow/ sound in it. Ask the student to
repeat the sound, then the word. As a group, repeat

the sound and then the word.

Multicultural Considerations / Equity Measures
(Ex. Family/community/cultural assets; PerspectiveTaking; etc.)
Student E- He is an English
Language Learner who learned
Spanish before English, but is on
grade level in ELA.

Students with lower socioeconomic Backgrounds- Students

who may not have the same
opportunities or prior knowledge as
their peers.

Student E- Student E was not born in the United States and

may have had different exposure to clowns. This may result in
different associations and prior knowledge with clowns. He
may not have been to a circus, where clowns are commonly
seen in the states. When teaching the blend and reading about
clowns, we will have the student share his experiences with
clowns as well as provide all students a chance to ask
questions so he does not feel singled out.
Students with lower socio-economic backgroundsSimilarly to student E, these children may not have the same
experiences as their peers not having the same background
knowledge. Some students may not have been to a circus to
have the association with clowns as their peers. An opportunity
to discuss clowns will be avaiable for students to share what
they know allowing children to share and no one feels belittles
or left out for know knowing.

III. Instructional Procedures What instructional strategies will I use to ensure that every child is
a successful learner?
Instructional Materials
Worksheets retrieved from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
http://www.free-phonics-worksheets.com/images/phonics_worksheet_v2-13.jpg
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
http://kiddyhouse.com/Phonics/phoniccow1.gif
Video retrieved from
https://www.youtube.com/watch?v=fnCTl8FJYNs
Audio recording retrieved from
http://www.kizphonics.com/phonics-program/2nd-grade-level-1/listening/
Phonics cards retrieved from
http://bogglesworldesl.com/phonics/VowelDigraphs B7. jp
http://bogglesworldesl.com/phonics/VowelDigraphs B6. jpg

http://bogglesworldesl.com/phonics/VowelDigraphs B3. jpg

Podcast
Made by the educators for the specific lesson
Active Inspire
Made by the educators for the specific lesson
Taxgedo
Made by the educators for the specific lesson

Technology Integration (If applicable)

Video Clip
Audio Recording
ActivInspire- Flipchart
Taxgedo
Podcast
Management Considerations (Motivation, Procedures, Transitions, Materials, Behavior)
Motivation: We will be giving students verbal praise and encouragement for their effort and for

completing their work. We will also provide an opportunity to discuss experiences with clowns
so students are interested in continuing learning about them.
Procedures: Listed below.
Transitions: We will give verbal cues to the students when it is time to go from the carpet to their
desks and from working as a class to working independently.
Examples: When I say GO!
Everybody go back to your seats (clap clap clap)
Ready to Rock? (students respond) Ready to Roll!
Materials: Listed above.
Behavior: If the students misbehave then they will be reminded to quiet down, stay seated and/or
change their behavior.

Examples: No thank you, please dont do that

1,2,3 eyes on me!
Bottom in your seat, complete the worksheet

Instructional
Sequence
Planned
Beginning

Warm-up

Motivatio
n

Bridge

Procedure
Independent Instruction: Introduction
As students enter the classroom, they will begin to complete the provided
worksheet. Students will have approximately 10 minutes to complete this
assignment.This assignment is not graded for completion, the intent is to start
focusing on the introduction of our phonics sound for the day, what do you
think it could be? Word length ranges from three to six letters, meeting the all
leveled students needs.
Worksheet retrieved from http://media-cacheec0.pinimg.com/736x/57/77/c9/5777c977816cda10d319ca62f5b29063.jpg
Whole Group Instruction
Once all students have arrived and settled in, students will turn their attention
to the projector board for a short video clip. The video introduces the /ow/ and
generates words with ending with the /ow/ sound.
Video retrieved from https://www.youtube.com/watch?v=fnCTl8FJYNs
*Display /ow/ phonics card
Say the sound, model the mouth movement, repeat the sound, provide an
example(cow, c-o-w, cow, /ow/). As a class brainstorm words
containing the /ow/ sound into the word bank model.
Worksheet retrieved from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d962697
0c-350wi

Development of
the New
Learning
(Clearly explain
instructional
activities in
sequence.)

*Ask students to move to carpet seating. Present the text, The Frowning
Clown.
Guided Practice & Questioning
Conduct a shared reading of The Frowning Clown. Read one page of the text,
then alternate student reading opportunity. On designated pages stop for
questioning, host a short discussion, and check for questioning.
Page 3: What /ow/ sound words have we read so far? Where does
Brownie live?
Page 4: Have we come across more /ow/ sounds? What are they? What
emotion is Brownie feeling?
Page 5: We have read several words with the /ow/ sound, lets retell
these words and write them onto /ow/ sound word bank.
*Repeat this process every together page until the text comes to an end.
Complete model containing /ow/ sound words. Host an after-read discussion:
What was the plot of the text? Who was the main character? What do you
think the purpose of this reading was? What phonic sounds appeared in the
text the most?
*Move to small group instruction.
Small Group Instruction
On-Level Students
Students will complete an /ow/ sound worksheet through peer
discussion.
Crows do not like the long o word, it is your job to scare them away!
Create a scarecrow to get rid of the crows. Construct the scarecrow
from words with the /ow/ sound.
Before beginning, discuss which words would assemble the scarecrow,
and which words would not. Why? Explain your reasoning.
When complete, continue on to build you scarecrow. Please color your
scarecrow when complete!
Worksheet retrieved from http://www.free-phonicsworksheets.com/images/phonics_worksheet_v2-13.jpg

Enrichment or
Remediation
(As appropriate
to lesson)

Enrichment: Above Level Students

Students will focus on their listening skills, through an audio
recording, to distinguish the /ow/ sound from the /ou/ and /au/ phonics
sound.
The audio recording will be paused, a selected student will then be
asked which sound was voiced. If the /ow/ sound is pronounced, repeat
the sound and provide a word with the /ow/ sound.
The audio recording will continue until each student has had an
opportunity to participate.
The first sound will be modeled in order to assist student
understanding.
Audio recording retrieved from http://www.kizphonics.com/phonicsprogram/2nd-grade-level-1/listening/

Early-Finisher Activity
Early-finishing students should proceed to the next assignment. This will be
found on the wiki and use Active Inspire. Based on the theme from The
Frowning Clown, students are to depict words containing the /ow/ sound from
other listed vocabulary. Using a color of their choice, students should circle all
words including the /ow/ sound.
Higher leveled, early-finishing, students will be provided with an extra
assignment. Being that the assessment is lengthy, this assignment is aimed for
strictly for higher-leveled students.
Students are to brainstorm additional words with the /ow/ sound
Students must write a minimum of three words; one word with the /ow/
sound in the beginning of the word, one word with the /ow/ sound in
the middle, and lastly one word with the /ow/ sound at the end.
Try to brainstorm words we have not reviewed today in class.
This is a challenge worksheet! If you become stuck, trying use
rhyming as a technique to assist you!
When complete, feel free to add color.
Imagine retrieved from http://kiddyhouse.com/Phonics/phoniccow1.gif
Remediation: Below Level Students
Students will work together in order to depict the /ow/ sound from
other phonics sounds.
The teacher will provide a variety of phonics cards. Present one card to
one students. Ask what sound it is. Model the sound. If it is a /ow/
sound, provide a word with the /ow/ sound in it. Ask the student to
repeat the sound, then the word. As a group, repeat the sound and then
the word.
Phonics cards retrieved from
http://bogglesworldesl.com/phonics/VowelDigraphsB7.jpg
http://bogglesworldesl.com/phonics/VowelDigraphsB6.jpg
http://bogglesworldesl.com/phonics/VowelDigraphsB3.jpg

Planned Ending
(Closure)

Summary

Summary
*Have selected students share their clown creation (formative assessment),
briefly explain their short story and the /ow/ sound words in it.
Revisit our essential questions:
How does knowledge of a vowel sound help you as a reader?
How does being able to blend sounds of letters to make words help you
as a reader?
What do good readers and writers do to figure out the words they do
not know?
Today we read the text, The Frowning Clown, in order to decode words with
the /ow/ sound. Who can retell some words we reviewed today? Do you
believe we meet the goals of our objective?
Formative Assessment

The assessment will begin with the creative writing, or in this case typing,
portion of the activity. Students will create a short story, consisting of
approximately 3 to 4 sentences. Students are required to include a minimum of
five /ow/ words. These may be words we reviewed, observed in the text, or
new words we have not seen. The sentences should be typed on the two
provided storyboard pages. To accompany student writing, students are
encourages to use the provided characters to create two illustrations on
FlipChart. Once the assessment is complete, students will turn to their
neighbor to share a short description of their creation. This turn and talk acts
as an opportunity to reflect on the past lesson, and newly inherited
information. The laptops will be provided for each student. They will be the
schools set.
Early-Finisher Activity
Early-finishing students should proceed to the next assignment. This will be
found on the wiki and use Active Inspire. Based on the theme from The
Frowning Clown, students are to depict words containing the /ow/ sound from
other listed vocabulary. Using a color of their choice, students should circle all
words including the /ow/ sound.
Higher leveled, early-finishing, students will be provided with an extra
assignment. Being that the assessment is lengthy, this assignment is aimed for
strictly for higher-leveled students.
Students are to brainstorm additional words with the /ow/ sound
Students must write a minimum of three words; one word with the /ow/
sound in the beginning of the word, one word with the /ow/ sound in
the middle, and lastly one word with the /ow/ sound at the end.
Try to brainstorm words we have not reviewed today in class.
This is a challenge worksheet! If you become stuck, trying use
rhyming as a technique to assist you!
When complete, feel free to add color.

Resources
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB3.jpg
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB6.jpg
(n.d.). Retrieved January 15, 2015, from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi

(n.d.). Retrieved January 15, 2015, from

http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
(n.d.). Retrieved January 15, 2015, from http://www.free-phonicsworksheets.com/images/phonics_worksheet_v2-13.jpg
(n.d.). Retrieved January 15, 2015, from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
(n.d.). Retrieved January 15, 2015, from http://kiddyhouse.com/Phonics/phoniccow1.gif
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB7.jpg
(n.d.). Retrieved January 15, 2015, from http://kiddyhouse.com/Phonics/phoniccow1.gif
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB7.jp
(n.d.). Retrieved January 15, 2015, from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB3.jpg
(n.d.). Retrieved January 15, 2015, from

http://www.free-phonics-

worksheets.com/images/phonics_worksheet_v2-13.jpg
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB6.jpg
2nd Grade Level 1 Phonics Listening Activity. (n.d.). Retrieved January 15, 2015, from
http://www.kizphonics.com/phonics-program/2nd-grade-level-1/listening/
2nd Grade Level 1 Phonics Listening Activity. (n.d.). Retrieved January 15, 2015, from

http://www.kizphonics.com/phonics-program/2nd-grade-level-1/listening/
Peregoy, S., Boyle, O., & Kaplan, K. (2013). Reading, writing and learning in ESL: A resource
book for teaching K-12 English learners (6th ed., New ed.). Boston: Pearson.
The Corsican Brothers OW. (n.d.). Retrieved January 15, 2015, from
https://www.youtube.com/watch?v=fnCTl8FJYNs
The Corsican Brothers OW. (n.d.). Retrieved January 15, 2015, from
https://www.youtube.com/watch?v=fnCTl8FJYNs