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edTPA Lesson Plan Template*

Subject: Phonics and Word Recognition

Central Focus: Long and Short E Vowel Sound

Essential Standard/Common Core Objective:


CCSS.ELA-Literacy.RF.1.2a Distinguish long
Date submitted: N/A
Date taught: N/A
from short vowel sounds in spoken singlesyllable words.
Daily Lesson Objective: Students will be able to sort words with pictures and match them with the long and
short vowel Ee with 75% accuracy.
21st Century Skills: Communication and
Collaboration

Academic Language Demand (Language Function and


Vocabulary): N/A

Prior Knowledge:
CCSS.ELA-Literacy.RF.1.1.a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).

Activity

1. Focus and Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting


Students, we all know how to say the letter E and how to pronounce it
within a word. Today we are going to learn how to pronounce short and
long vowel sounds. Students will learn how to pronounce the correct
sound for the long and short E vowel.
Today students, we are going to learn the difference between a long E
vowel sound and a short E vowel sound. We will also place example of
words with short E and long E sound under the correct E sound.
Define concept: Today we are going to continue learning the difference
between our long and short vowels. We will be working with the vowel
Ee. The vowel E has a short and a long sound. The short
E makes the sound //. The long sound E makes the sound //. The long
sound e is easy to remember, because it sounds like its name. The long
e makes the // sound when it is in a word with another vowel. The
short sound // makes it short sound when it is in a word all by itself.
For our activity today, we are going to match words with pictures with
the correct long or short E sound. We will sound out each word under a
picture, and decide if it has a long or short E vowel.
Model strategy: Let me show you how Im able to figure out which
words have a long or short E sound. When I hear and say the word PET,
I know that the vowel E makes the short sound because it is the only
vowel in the word. When I hear and say the word EAT, I know that the
vowel E makes the long sound because I hear its name in the word, and
the vowel E has been joined by the vowel A. I know that the vowel E in
the word RED makes the short E sound because it is a lonely vowel. I
know that the vowel E in the word MEAN makes the long E sound

Time

because I can hear its name in the word.


Lets do a couple of examples together. I want everyone to choose a
partner. You and your partner will get a note card with a word on it and
together, decide whether the word is a long or short E word. Once you
have figured out which sound you hear, you and your partner can come
up and put it the card on the board under the correct column.
1. Red
2. Tree
3. Nest
4. Ten
5. Bee
6. Sleep
The teacher will then go over each word with the class and help decide
whether the word is under the right column. (CFU) The teacher will ask
the students to say each word out loud together as a class. (CFU) Then
ask the students who placed the word under the certain column why
they placed it there and the sound that the E makes in the word. (CFU)

4. Guided Practice

5. Independent
Practice

6. Assessment Methods
of
all objectives/skills:

7. Closure

8. Assessment Results
of
all objectives/skills:

As tables, students will work together to sort the words they are given
into the long E vowel sound and the short E vowel sound. Each table
will have a basket containing 6 different words, which include: Pen,
Vet, and Gem (short E vowel sounds). Sleep, Free, and Seal (long E
vowel sounds). After the tables have finished placing the words under
long or short E, we will come back together and go over where each
word should be placed.
Students will use an online game (Learning Games for Kids) that
provides practice with short and long E vowel sounds by listening to
the word spoken and choosing whether it is a long or short E vowel
sound and then watching the word to pictures. The teacher will walk
around observing the students, when a student has finished the activity
the teacher will record the score.
Students must match the correct word and picture to the correct short or long E
vowel column. Students who match 6 or more correctly (75%) will have met the
objective, students who do not match at least 6 correctly will not have met the
objective.
Students already know how to pronounce the letter E and how to
pronounce it within a word. But now, they are learning how to
pronounce short and long E vowel sounds. The teacher will ask the
students what they learned today, and wait for the students responses.
Then the teacher will ask the students to give examples of a short E
vowel sound, and a long E vowel sound.
N/A

Targeted Students
Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:


Yes/No Strategies and Open-ended Question StrategiesADD/ ADHD Student(s):
used for students who are in accelerated learning groups.
Pair written instructions with oral instructions
Challenges them to think more in depth about the
Involve student(s) in lesson presentation
questions and the material they are dealing with. Usually
Allow student(s) to stand at desk when needed
consists of more than one answer, and the students have to
figure out which answer best fits the question.
Providing frequent checks during lesson
Visual Organization Strategies, Closed Strategies, and
Keep math on the board along with rhyme
Choice Strategies- used for students who are a low
Use individual dry erase boards
learning groups. These strategies help the students see the
questions and materials visually so they can determine the
best answer. It also keeps the answers challenging but
short and straight to the point in how the questions are ask
and the answers that should be given, consists of only one
correct answer.
Materials/Technology: Large card with words Short E and Long E written on it, large note cards with the
example words written on each one, and a worksheet.
Reflection on lesson: N/A
*Modified slightly for use in ELED 3111, Smith, Fall 2015.

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