Phonemic Awareness

In order for students to be successful, the teacher must do their share of importing information to the students. Teachers will need to review and or possibly teach the concept. Vowels are defined as A, E, I, O, U, they can be long or short. Vowels are speech sounds that exist in the English language and make up the central part of a syllable. Vowels are produced when air from the lungs passes through the mouth with minimal obstruction and without audible friction. Each vowel produces a different sound as it travels through the mouth (answers.com).

It is important for the teacher to demonstrate each vowel sound several of times so that the students can learn how to produce each sound. Presenting the video clips within this lesson will also help the students manipulate long and short vowel sounds. While discussing vowels, the teacher should briefly touch base on consonants and syllables. However, one should not get too involved with those concepts as they may become confusing for other students. Simply discuss that consonants include every letter in the alphabet except for the five vowels and that syllables are units of language that consist of one or more sounds.

Along with reviewing and or teaching the concept, teachers should also be prepared to review basic computer skills depending on how advanced their students are with technology. There is also a possibility that not all of the students will be able to print clearly. As a result, students may not be able to complete the "Practice Vowels" worksheet to the best of their ability, interfering with their opportunity to gain the knowledge and experience that this lesson plan has to offer. I recommend doing this lesson after the teacher has an understanding of where each student stands.

VITAL INFORMATION | Author | | *Subject(s) | Vowels | Topic or Unit of Study | Short and Long Vowel | *Grade/Level | Kindergarten and 1st Grade | *Summary | While long and short vowels are not difficult to teach or learn, they often times present difficulties for those students who struggle with letter recognition and sound manipulation. Incompetencies with sound blending and deletion may result in the inability to read, write and speak. ” Let’s Learn about Vowels” is designed to help students master these sometimes difficult tasks. After completing this lesson, students will become one step closer to perfected speech, writing and reading skills. This will allow them to continue their education with self-confidence and gain an understanding about of the importance of speech throughout their life. With this lesson, I hope to accomplish my goal of helping students overcome obstacles and master new skills while modeling the importance of never giving up. Though my lesson plan includes only one finished product, students are provided with the opportunity to gain experience by using the various types of games, videos, and practice guides included in the lesson. I believe that my lesson plan on vowels will encourage high order level thinking skills while appropriately challenging and stimulating their young minds. | STANDARDS AND DIFFERENTIATED INSTRUCTION: | *Standards | Phonemic AwarenessR.WS.00.01 Demonstrates phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.R.WS.00.02 Recognizes that words are composed of sounds blended together and carry meaning.PhonicsR.WS.00.03 Understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.Reading AttitudeR.AT.00.01 Become enthusiastic about reading and learning how to read.Strand Two: WritingSpellingW.SP.00.01 In the context of writing, correctly spell a small number (about 18) of frequently encountered and personally meaningful words.Strand Four: Listening and ViewingConventionsL.CN.00.01 Understand and follow one- and two-step directions. | EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: | Objective | •Given a computer with word processing and clipart software, the learner will be able to locate three pictures in clipart in which the word of each object contains one of the vowel sounds. This should be done for EACH individual long and short vowel sound with 25 (pictures) out of 30 (pictures) accuracy. •Given various art supplies, students will create a vowel book using their clipart pictures and supporting words. The vowels should be placed in alphabetical order with 100% accuracy while the clipart pictures and supporting words match the vowel sound with 83% accuracy. | Anticipatory Set | While students are entering the classroom on the day that the lesson on vowels is to occur, the teacher will be singing "A, E, I, O, U" to the tune of "BINGO." Teachers should feel free to borrow additional instruments from the music instructor to enhance the song. As students are putting away their belongings, the teacher should walk around the classroom and encourage the students to sing along! Once everyone is seated, tell the class they will be learning about long and short vowels today but first they are going to practice writing them. Distribute the "Practice Vowels" worksheet and have students begin to practice their printing skills. By using this worksheet, students will be more apt to remember their vowels because they are printing them repetitively. | Teach Lesson / Model | "Class, after the lesson on vowels, you will create your very own vowel book. Using Microsoft Word and Clipart, each of you will find three pictures of various objects that contains one vowel sound in the name of that object. This is to be done for each long and short vowel sound. As a result you will have 3 pictures that contain the long "A" sound, 3 pictures that contain the short "a" sound, 3 pictures that contain the long "E" sound, 3 pictures that contain the short "e" sound", etc. "For example, let's look at my vowel book…" Long A: Sail Short a: AppleLong E: Bee Short e: Bed Long I: Nine Short i: IglooLong O: Bone Short o: LockLong U: Glue Short u: Puck | Guided Practice | “How many of you know what vowels are? Who thinks they can tell me? Today, we are going to learn about vowels and create our very own vowel book! Let’s begin with the basics. There are five main vowels in the alphabet, A, E, I, O, U and sometimes Y, however, we will not be focusing on that today. Today, and over the course of the week, we are going to practice manipulating out vowel sounds, view interactive PowerPoint’s, watch video clips, play interactive games, and get messy creating our own book!! Be sure to get creative with your book because we will be presenting them and we’ll even try to trick our friends!”“First I will demonstrate the five vowel sounds, long and short and then we can play money see monkey do! Can you guys repeat after me…? (Teacher demonstrates vowel sounds, long and short). Very good, now let’s go to the board. Who can provide me with their favorite object? Great! Let’s write this down. Now watch as I identify the vowel sound, circle it, and then pronounce it (repeat several of times). Let’s take a look at my vowel book (included in lesson plan under modeling). Listen to my voice while I demonstrate these sounds and watch my finger as I point to them. Good job, now let’s do it together!” | Independent Practice | For independent practice, each student will be given class time (or lab time) to visit the following websites to practice their vowel sounds. Each website is equipped with games and activities that allow students to interactively participate and identify various vowel sounds.• http://www.starfall.com/n/level-a/learn-to-read/play.htm?f (*) • http://languageartsgames.4you4free.com/vowels_consonants.html (*)• http://www.gamequarium.org/dir/Readquarium/Phonics_and_Phonemes/Short_Vowels • http:// languagearts.pppst.com/vowels. html | Closure | For the closing of “Let’s Learn about Vowels,” students will present their vowel books to their classmates and teacher while manipulating all vowel sounds in each picture. This activity will allow the teacher to see what his or her students learned or did not learn throughout the lesson on vowels. After all of the student presentations, the teacher will review all of the vowel sounds again and then encourage his or her class to sing “A, E, I, O, U” to the tune of “BINGO” one more time! | Evaluation*Assessment/Rubrics | “Let’s Learn About Vowels” will be assessed by using the following rubric: CATEGORY | 4 | 3 | 2 | 1 | Identification Presentation(manipulation of sounds) | Student can identify all 5 vowels in the alphabet, long and short with 100% accuracy Student presented all parts of their "vowel book" and demonstrated the vowel sounds in each picture with 100% accuracy | Student can identify 3 or 4 vowels out of the 5 vowels in the alphabet, long and short Student presented their "vowel book" and demonstrated the vowel sounds in each picture with MINIMAL mistakes (no more than 5 mistakes: resulting in 25/30) correct | Student can identify 2 out of the 5 vowels in the alphabet, long and short Student presented their "vowel book" and attempted to demonstrate the vowel sounds in each picture, however, the student had more than 6 sounds out of the 30 required pictures incorrect, resulting in 24/30 correct | Student can only identify 1vowel out of the 5 vowels in the alphabet or none at all Presentation is too brief , book was incomplete, vowel sounds were not demonstrated and or were not demonstrated with 100% accuracy | Content | Shows a full understanding of the topic on vowels, content in the "vowel book" is 100% accurate | Shows a good understanding of the topic on vowels, content in the "vowel book" is about 83% accurate | Shows a minimal understanding of vowels, content in the "vowel book" is about 80% accurate | Does not seem to understand the topic on vowels. All or most of the content in the "vowel book" is incorrect | Participation | Student is actively involved in the lesson, volunteers and takes advantage of practice games included in the lesson | Student is somewhat involved in the lesson, minimal volunteering, and minimal interest in practice games | Student only participates in one of the activities (either the discussion, presentation, or practice games | Student does not participate in the lesson nor partake in any of the practice games or discussions | Creativity/Penmanship | Student put forth a significant amount of effort into the overall lesson and assignment. Work appears that the student took time coloring, cutting, writing, etc. and putting their book together | Student put forth a good amount of effort into the lesson and assignment. Some items are not the best, but overall the book looked good | Student put forth minimal effort into the lesson and assignment. Not the best work the student has done in the past (capable of better work) Book presents a few flaws such as i.e. objects not glued well, pages out of order, pictures not colored, book pages are not secure etc. | Student put forth no effort into the lesson and assignment. "Vowel book" was incomplete and or sloppy (including all or majority of: scribbles, glue mishaps, objects torn instead of cut, pages out of order, book is not secure, etc.) | | MATERIALS AND RESOURCES | Instructional Materials (handouts, etc.) | Below are the items that will be needed in order to complete this lesson • Computer with internet access (used to view video clips, PowerPoint’s, games)• Microsoft Word (2007 version) (used to generate vowel book)• Microsoft Clip Art (used to generate vowel book)• Multimedia Software (used to view interactive games and websites)• PowerPoint Viewer (used to view PowerPoint)• Various art supplies• Practice Vowel Worksheet (attached under #6 of this lesson)• PowerPoint Presentations (http:// languagearts.pppst.com/vowels. html)• Teacher made vowel book | Resources | Briggs, Dick. “Long Vowel Sounds.” YouTube. 23 Oct. 2006. August 21, 2013 <http://www.youtube.com/‌watch?v=5YZC2MsS0VY>.Dell, Diana. Game Quarium. 23 Apr. 2002. August 21, 2013 <http://www.gamequarium.org/‌dir/‌Readquarium/‌Phonics_and_Phonemes/‌Short_Vowels/‌ Jolly, Lisa Garner. “Long and Short Vowel Sounds.” Alabama Learning Exchange. August 21, 2013 http://alex.state.al.us/lesson_view.php?id=13192 LearningUpgrade.com. “Literacy Skills.”YouTube.24Oct.2006. August 21, 2013 <http://www.youtube.com/watchv=wPK0osuBq5g&feature=PlayList&p=D1DDFC8D6A59D476&index=3>. MrDonn.Org.“Vowels and Consonants.” Language Arts. August 21, 2013 <http://languagearts.pppst.com/‌vowels.html>. Starfall Education. “Learn to Read.” Starfall. 2007. August 21, 2013 <http://www.starfall.com/‌n/‌level-a/‌learn-to-read/‌play.htm?f>. |