0 оценок0% нашли этот документ полезным (0 голосов)
140 просмотров2 страницы
The document provides guidance for an assignment to teach students the difference between short and long vowel sounds. It outlines 7 steps: 1) Identify standards and skills, 2) Determine a product (a T-chart poster), 3) Identify demands and qualities (create a poster with pictures and share aloud), 4) Write a prompt (create a T-chart showing short and long vowels), 5) Write a rubric, 6) Do the assignment, and 7) Make an instructional plan (show a video, make a class T-chart, break into groups to create posters, and share posters aloud). The instructional plan involves students creating posters comparing short and long vowel sounds using examples words and illustrations.
The document provides guidance for an assignment to teach students the difference between short and long vowel sounds. It outlines 7 steps: 1) Identify standards and skills, 2) Determine a product (a T-chart poster), 3) Identify demands and qualities (create a poster with pictures and share aloud), 4) Write a prompt (create a T-chart showing short and long vowels), 5) Write a rubric, 6) Do the assignment, and 7) Make an instructional plan (show a video, make a class T-chart, break into groups to create posters, and share posters aloud). The instructional plan involves students creating posters comparing short and long vowel sounds using examples words and illustrations.
The document provides guidance for an assignment to teach students the difference between short and long vowel sounds. It outlines 7 steps: 1) Identify standards and skills, 2) Determine a product (a T-chart poster), 3) Identify demands and qualities (create a poster with pictures and share aloud), 4) Write a prompt (create a T-chart showing short and long vowels), 5) Write a rubric, 6) Do the assignment, and 7) Make an instructional plan (show a video, make a class T-chart, break into groups to create posters, and share posters aloud). The instructional plan involves students creating posters comparing short and long vowel sounds using examples words and illustrations.
1 Identify content, focus CCS: RF.1.2 standards, and skills. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). - Distinguish long from short vowel sounds in spoken single-syllable words. - Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. - Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 2 Determine a product T-Chart Poster 3 Identify demands and Create a poster, cut out/paste pictures, share qualities aloud 4 Write a prompt Create a T-Chart poster showing the difference between short and long vowels 5 Write a rubric - Poster must contain examples of long vowels and short vowels - Poster must contain various pictures of examples of long and short vowels - Poster must be shared aloud to the class (all group members must take turns presenting the information) - Poster must be neat and visually appealing 6 Do your assignment (See below) 7 Make an instructional Show YouTube video about long vs short vowels: plan https://www.youtube.com/watch?v=4TjcT7Gto3U
After watching the video, say the long and short
version of a vowel aloud with the students as a class
Make a T-chart on the board comparing long vs
short vowels, using words that make those sounds
Break up students into 5 groups. Assign each
group a vowel. create a T-chart on a poster board, with long vowels on one side, and short vowels on the other. Provide examples of words using the short or long vowel sound. Add in illustrations of words containing a long or short vowel