Introduction

Student Name Brittnay Gendreau

School Name Pembroke Pines Charter – FSU Campus
Grade Level(s) ESE Support Room – 4th Grade
Class Size 3 Students
Subject Area(s) Reading
Lesson Plan Title A Vowel Combination Review
Time Frame 30 minutes
CT’s Name Mrs. Mitter
Learner Profile (Describe the composition of the class to include general education, English Language Learners (ELL) and
Exceptional Student Education (ESE) students. List unique characteristics of learners such as eligibilities, ability levels, etc.)

The group is made up of three students. Two of the students are male and one student is a
female. They are all on a 3rd grade level.
 Male: ESOL, OHI
 Male: SLD
 Female: OHI - ADHD

Florida Standards and/or Next Generation Sunshine State Standards

(visit http://www.floridastandards.org/Standards/FLStandardSearch.aspx to select the appropriate standards for this lesson.)
LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
LAFS.4.RF.4.AP.4a Practice self-monitoring strategies to aid comprehension
Know and apply grade-level phonics and word analysis skills in
LAFS.4.RF.3.3 decoding words.

WIDA Standards (visit https://www.wida.us/get.aspx?id=540; then see Page 3) Select all that apply
☐ WS1: For Social and Instructional purposes within the school setting.
☒ WS2: Information, ideas and concepts necessary for academic success in the content area of Language Arts.
☐ WS3: Information, ideas and concepts necessary for academic success in the content area of Mathematics.
☐ WS4: Information, ideas and concepts necessary for academic success in the content area of Science.
☐ WS5: Information, ideas and concepts necessary for academic success in the content area of Social Studies.

Learning Outcomes (State what the student will be able to do. Align outcomes with the standards identified above.)

 Students will be able to review vowel sounds and names learned in previous
lessons (specifically a, I, o, u, and e)
 Students will be able to demonstrate their understanding of prefixes and suffixes
 Students will be able to use their strategies to pronounce multisyllabic words by
underlining vowels, circling prefixes and suffixes and then reading the whole word.

Instructional Materials and Technology (List everything needed in order to implement this lesson.)

 Pencils
 Pen
 Projector
  Computer
 Teacher Manual
 Student booklet
 Markers
 White Board

Implementation
Entry Event (Describe your opening activity that will activate prior knowledge and engage students.)

The students will enter the classroom, take out their REWARDS workbook, and get ready
for the lesson. The teacher will activate prior knowledge by asking students to verbally
review vowel combinations and say the sounds that each vowel makes. Students
previously learned this skill in lessons 1 through 17. The students will point to each vowel
combination and say the sound. The first student will say the sound and if the other
students in the group agree that the sound is made in the correct way they will repeat the
sound. The teacher will remind the students to say both sounds that a vowel makes if there
is a box around the vowel.

Direct Instruction (Describe how will you present the concept/skill to students.)

1) The students will begin activity B. In activity B the student is to identify the vowels (a, e,
I, o, u) by name and sound. If the student makes an error, they will be asked to repeat
and try again. The students will take turns and each have an opportunity to be engaged
in the lesson.
2) The teacher will continue to activity C. Students will be asked to identify what a prefix is
and then provide an example. The students will be asked to point to the prefix and
repeat the sound it makes. The other students will repeat if the first student is correct. If
the first student is not correct, their peers will assist in stating the correct vowel sound.
The lesson will repeat until all prefixes have been reviewed.
3) Activity C will continue with suffixes. Students will be asked to identify what suffix is and
then provide an example. The students will be asked to point to the suffix and repeat
the sound it makes. The other students will repeat if the first student is correct. If the
first student is not correct, their peers will assist in stating the correct vowel sound. The
lesson will repeat until all prefixes have been reviewed.
4) The teacher will shift the responsibility to the students as the lesson continues. The
students will review multisyllabic words. The teacher will ask if the word has any
prefixes. If the word does have prefixes the students will be asked to circle them and
then to pronounce them aloud. The teacher will ask if the word has any suffixes. If the
word does have suffixes the students will be asked to circle them and then to
pronounce them aloud. The students will then underline vowel and say the sounds
aloud. The students will then be asked to read the word part by part and then read the
whole word as they use the scoop method that they have previously learned.
5) As the lesson continues the teacher will ask guiding questions:
a. Does the word have a prefix? What is it?
b. Does the word have a suffix? What is it?
 c. Can there be multiple prefixes and suffixes?
d. What are the vowels? What sound do they make?

Experiential Learning (Describe the activities the students will complete with teacher support and/or peer collaboration to
reinforce concepts presented during direct instruction.)

 The teacher will use the projector to display multisyllabic words. The teacher will
guide the students to come to the board and use their skills to break the
multisyllabic words apart by identifying the prefixes, suffixes, and vowel sounds. The
students will choose what word they would like work on independently.
 After each student had an opportunity to break apart the word we will review as a
class. The student will identify the prefix, suffix, and vowel of their word and their
peers will repeat if correct or help correct any error made.

Closure (Describe the reflection methods and reinforcement strategies you will use to conclude the lesson.)


The students will complete the remainder of the words independent in their
workbooks. The teacher will monitor the students in a small group as they work on
correctly identifying the parts to the word and will review as a whole class.
 The teacher will ask the students if he or she has any questions or needs any
further review.
 The teacher will transition the students back to their classrooms after they clean up
their work area.
Evaluation and Monitoring
Accommodations and/or Modifications (Describe how you will accommodate students with special needs.)

 Students will work in a small group setting.

 Students will be given extra time to complete the task.
 Students will be given a modified lesson by reducing the amount of work (if needed).

ELL Strategies (List specific strategies you will use to support ELLs.)

 ELL students will be paired with a peer and given opportunities to review the sounds
with their classmate.
 ELL students will have the opportunity to listen to the sounds in their own voice by voice
recorder.
 ELL students will be able to look at themselves in the mirror as they are saying the
word out loud to view their own physical movement while repeating the sound.

Differentiated Instruction (Describe how you will tailor instruction to meet individual student needs.)

Below average students: The students whom need more as stance will be given
preferential seating next to the teacher. The student will be given extra time to complete
the task given as well as a review chart in large text if necessary. The student will also be
quietly reminded of the sounds by the teacher as the lesson moves forward.
Average students: Lesson plan can be implemented as written.

Above average students: Above average students will be given opportunities to assist
their peers as well as additional assigned words to decode. The above average student will
also be given an additional worksheet to complete when the assigned task is complete.

21st Century Competencies (Describe how students will demonstrate 21st century competencies throughout the lesson.)
Critical Thinking: Collaboration: Creativity: Communication:

Students will use critical thiking
skills in order to decode
multisyllabic words and
understand their meaning.
The students will work
together and collaborate by
self-correcting or assisting
their peers throughout the
lesson.
The student will use their
creativity by using color coding
(different color markers) while
decoding multisyllabic words.
The student will use their
communication skills while
working together to decode
multisyllabic words and by
working with the teacher.

Integration of Literacy (Describe how you will integrate reading, writing, and oral language skills in the lesson.)
Reading: Writing: Oral Language:

The lesson will include reading of directions
as well as the words that the student will
decode. Students will be asked to follow
along with their fingers as the teacher reads
the directions aloud.
The students will use writing skills on the
board and in their workbooks as they
decode the words for vowel sounds,
prefixes, and suffixes.
The students will use oral language as
they verbally go over the vowel sounds
and decoding of the multisyllabic words.
They will also use oral language to answer
teacher questions or assist their peers.

Assessment (Describe how you will assess student attainment of the lesson objectives.)
Formative: Summative:

During the lesson the teacher will monitor the progress of the
students and make sure that the student is on task and able to
answer questions about the vowel sounds, prefixes, and
suffixes.
The student will be formally assessed and asked to demonstrate
mastery of the subject material through their independently
completed work in their workbook. The independent work will be
graded as a quiz grade. The teacher will monitor the students as
they complete their assignment and collect data on progress made.
The teacher will import the data in the REWARDS progress
monitoring graph.

Extension (Describe how you will re-teach, remediate, and enrich after lesson implementation.)
Re-Teach: Remediate: Enrichment:

The teacher will continue to reevaluate the
student by reviewing the vowel sounds
and using strategies previously taught to
decode multisyllabic words.
The teacher will review the sounds with
the students who need remediation by
allowing the student to hear the sounds
in different context. The teacher will
review the sounds verbally, with peers,
and through videos on the computer.
The teacher will give the students enrichment
by providing additional multisyllabic words to
decode as the lesson is being re-taught to the
peers that need additional assistance. The
teacher can also provide a reading passage
with the words to students who are ahead so
they can begin to read the words in text.

Reflection (Evaluate student learning outcomes and reflect upon your experiences. How would you modify this lesson?)
I completed my lesson with the students and believe that they fully grasped the material that was reviewed with them during my lesson.
They were attentive and did very well with the scooping method of multisyllabic words and have an understanding of the vowel sounds
and names. I received specific feedback from Professor Ospina regarding specific praise to be given to students rather than the general
praise I was giving them as they correctly answered my questions. I also learned that I need to make sure that I ask the question and
then call on the student to answer it in order to maintain focus of the other students as they wait for their turn to be called on. Overall,
my lesson was very successful and I feel confident going into my next lesson with the students.