Minilesson
Name: Jeanie Cozens
Grade Level: Second
Content: Communication Arts
Lesson: Two spelling patterns for long vowels
Objectives: (Written as an objective…
After….students will be able to… )
After teacher modeling and guided practice, students will be able to identify two spelling patterns for long vowel sounds and demonstrate by sorting words according to the identified patterns.
GLE:
(Identify the GLE by the label as well as writing it out.)
R1C02
Develop and apply decoding strategies to “problem-solve” unknown words when reading.
Modifications: (How will you modify the lesson in order to meet the needs of a diverse population?)
See link below:
http://www.dese.mo.gov/divimprove/fedprog/discretionarygrants/bilingual-esol/elpstandards/documents/elp7-2ndgrade.pdf
Materials/Media/Resources:
Rylant, C. (1985). The relatives came. New York, NY: Alladin Publishing.
Word cards created from the long vowel words selected from the text.
Glue sticks
Pocket chart
Large chart paper/tablet
Chart for spelling patterns
Online videos:
the silent e:
http://www.youtube.com/watch?v=7TKDcHEcE8Q
http://www.last.fm/music/Tom+Lehrer/+videos/+1-BQQO7jlG4yQ
http://www.last.fm/music/Tom+Lehrer/+videos/+1-EVC9TayQIh8
two vowels side by side:
http://pbskids.org/lions/videos/twovowels.html
Anticipatory Set:
Look at the pocket chart we used yesterday. Can anyone tell me what we were discussing? Yes, we were listening for long vowel sounds. Say the long vowel sound for a (pause), e, i, o, and u.
The words in each column have the same vowel sounds but they are not all spelled the same way. Today we are going to talk about two of the ways long vowel sounds can be spelled.
Instructional Input:
Today we will be looking at two ways to spell long vowel sounds. The first is VCe. Here you will see a VC and silent e at the end. With this pattern the first vowel is long and the e at the end is silent. On my chart I am going to write the pattern along with a description.
Add VCe with the pattern/rule.
Another spelling pattern for the long vowel sound is VV. In this pattern when two vowels are side by side the first one is usually long and the second one is silent. On my chart I am going to write the pattern along with a description.
Add VV with the pattern/rule.
Today we are going to use these two patterns to decode some of the words from our book.
Modeling/Demonstrating: (How will you model for your students what an expert reader would do?)
As I look at the words with the long a sound-bake, hair -I notice that ‘bake’ (select the word but do not say it) uses the VCe pattern. When I sound out the word using this pattern the first vowel will be long and the e at the end will be silent; it will sound like, /b/ /ā/ /k/. I am going to add them under the VCe label on the chart.
Add the words in the chart.
As I look at the words with the long ‘a’ vowel sound I also notice that ‘hair’ (select the word card but do not say the word) uses the VV pattern. When I sound out the word using this pattern the first vowel will be long and the second vowel will be silent; it will sound like, /h/ / ā / /r/. I am going to add this word to the chart.
Add the word in the chart.
Have the following chart created on a tablet. Add the pattern and rule as students watch.
VCe
If there is a vowel, consonant, and silent e, the vowel is usually long
VV
When two vowels go walking the first one does the talking
bake
hair
Guided Practice: (How will you have students work with you to accomplish a task?)
Now let’s look at the words placed in the ‘e’ column. Do you see any words that use the VCe pattern to spell the long vowel sound? Can you come and select a word where you see this pattern? That’s right, the word ‘here’ (identify the word but do not pronounce it) uses this pattern. How will it sound when we sound it out? What do I do now?
Let’s look at the next pattern. Do any of these words use VV to spell the long vowel sound? Yes, the word teach uses the ea spelling for the long e sound so I will add this to my chart. Are there any other words? Yes, the word teach has ‘ea’ that spells the long vowel sound so this word will be added to the chart under the VV as.
VCe
If there is a vowel, consonant, and silent e, the vowel is usually long
Two vowels
When two vowels are together, the first one usually says its name and the second one is silent
bake
here
hair
teach
Now let’s look at the words with the long i sound. With your partner see if you can decide where to add these words.
Once students have had time to sort the words, have them come to the chart and add them in the correct column.
Continue with the remaining words from the previous day until all the words have been added to the new chart.
Checking for Understanding: (How will you know students are ready to continue independently?)
I will watch closely as students sort the words with their partners and identify the patterns used to spell the long vowel sound. They should be able to identify the spelling patterns within the words and use the pattern to decode the word. I should be able to actually hear the students using the pattern to sound out the word.
Independent Practice: (What will students be expected to do independently of you either as an individual or in a small group?)
You seem to be able to sort the words into different groups according to the spelling pattern really well. Look at the chart that is on your desks. Now I would like for you and your partner to look at the colored word cards at your desk. Each set of colored word cards contains words with the same long vowel sound. Sort the words with the same long vowel sound by spelling patterns. Identify the patterns you see. If you see patterns that follow the VCe spelling pattern write them under that rule. If you see patterns that follow the two vowels together rule, add them in that column.
Closure:
Today we continued talking about long vowel sounds. Yesterday we worked on sorting words by the long vowel sound we heard. Today we analyzed the words looking for spelling patterns that are used to represent those sounds. As you read in your books you will be able to use these rules to decode other words that might be difficult for you.
Evaluation/Assessment: (How will you know the students have met the objective?)
Students’ charts will be reviewed and graded to see if they could identify the spelling patterns VCe and VV. Students will also be asked to read the words using the rule.
Rubric
Criteria
1
2
3
4
Identify long a words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long a words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long e words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long e words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long I words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long i words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long o words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long o words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long u words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long u words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
came
wait
eat
load
stay
dream
peach
shine
ate
week
road
quite
wave
year
drove
nice
grape
real
home
while
face
those
mile
VCe
If there is a vowel, consonant, and silent e, the vowel is usually long
Two vowels
When two vowels are together, the first one usually says its name and the second one is silent
Name: Jeanie Cozens
Grade Level: Second
Content: Communication Arts
Lesson: Two spelling patterns for long vowels
Objectives: (Written as an objective…
After….students will be able to… )
After teacher modeling and guided practice, students will be able to identify two spelling patterns for long vowel sounds and demonstrate by sorting words according to the identified patterns.
GLE:
(Identify the GLE by the label as well as writing it out.)
R1C02
Develop and apply decoding strategies to “problem-solve” unknown words when reading.
Modifications: (How will you modify the lesson in order to meet the needs of a diverse population?)
See link below:
http://www.dese.mo.gov/divimprove/fedprog/discretionarygrants/bilingual-esol/elpstandards/documents/elp7-2ndgrade.pdf
Materials/Media/Resources:
Rylant, C. (1985). The relatives came. New York, NY: Alladin Publishing.
Word cards created from the long vowel words selected from the text.
Glue sticks
Pocket chart
Large chart paper/tablet
Chart for spelling patterns
Online videos:
the silent e:
http://www.youtube.com/watch?v=7TKDcHEcE8Q
http://www.last.fm/music/Tom+Lehrer/+videos/+1-BQQO7jlG4yQ
http://www.last.fm/music/Tom+Lehrer/+videos/+1-EVC9TayQIh8
two vowels side by side:
http://pbskids.org/lions/videos/twovowels.html
Anticipatory Set:
Look at the pocket chart we used yesterday. Can anyone tell me what we were discussing? Yes, we were listening for long vowel sounds. Say the long vowel sound for a (pause), e, i, o, and u.
The words in each column have the same vowel sounds but they are not all spelled the same way. Today we are going to talk about two of the ways long vowel sounds can be spelled.
Instructional Input:
Today we will be looking at two ways to spell long vowel sounds. The first is VCe. Here you will see a VC and silent e at the end. With this pattern the first vowel is long and the e at the end is silent. On my chart I am going to write the pattern along with a description.
Add VCe with the pattern/rule.
Another spelling pattern for the long vowel sound is VV. In this pattern when two vowels are side by side the first one is usually long and the second one is silent. On my chart I am going to write the pattern along with a description.
Add VV with the pattern/rule.
Today we are going to use these two patterns to decode some of the words from our book.
Modeling/Demonstrating: (How will you model for your students what an expert reader would do?)
As I look at the words with the long a sound-bake, hair -I notice that ‘bake’ (select the word but do not say it) uses the VCe pattern. When I sound out the word using this pattern the first vowel will be long and the e at the end will be silent; it will sound like, /b/ /ā/ /k/. I am going to add them under the VCe label on the chart.
Add the words in the chart.
As I look at the words with the long ‘a’ vowel sound I also notice that ‘hair’ (select the word card but do not say the word) uses the VV pattern. When I sound out the word using this pattern the first vowel will be long and the second vowel will be silent; it will sound like, /h/ / ā / /r/. I am going to add this word to the chart.
Add the word in the chart.
Have the following chart created on a tablet. Add the pattern and rule as students watch.
VCe
If there is a vowel, consonant, and silent e, the vowel is usually long
VV
When two vowels go walking the first one does the talking
bake
hair
Guided Practice: (How will you have students work with you to accomplish a task?)
Now let’s look at the words placed in the ‘e’ column. Do you see any words that use the VCe pattern to spell the long vowel sound? Can you come and select a word where you see this pattern? That’s right, the word ‘here’ (identify the word but do not pronounce it) uses this pattern. How will it sound when we sound it out? What do I do now?
Let’s look at the next pattern. Do any of these words use VV to spell the long vowel sound? Yes, the word teach uses the ea spelling for the long e sound so I will add this to my chart. Are there any other words? Yes, the word teach has ‘ea’ that spells the long vowel sound so this word will be added to the chart under the VV as.
VCe
If there is a vowel, consonant, and silent e, the vowel is usually long
Two vowels
When two vowels are together, the first one usually says its name and the second one is silent
bake
here
hair
teach
Now let’s look at the words with the long i sound. With your partner see if you can decide where to add these words.
Once students have had time to sort the words, have them come to the chart and add them in the correct column.
Continue with the remaining words from the previous day until all the words have been added to the new chart.
Checking for Understanding: (How will you know students are ready to continue independently?)
I will watch closely as students sort the words with their partners and identify the patterns used to spell the long vowel sound. They should be able to identify the spelling patterns within the words and use the pattern to decode the word. I should be able to actually hear the students using the pattern to sound out the word.
Independent Practice: (What will students be expected to do independently of you either as an individual or in a small group?)
You seem to be able to sort the words into different groups according to the spelling pattern really well. Look at the chart that is on your desks. Now I would like for you and your partner to look at the colored word cards at your desk. Each set of colored word cards contains words with the same long vowel sound. Sort the words with the same long vowel sound by spelling patterns. Identify the patterns you see. If you see patterns that follow the VCe spelling pattern write them under that rule. If you see patterns that follow the two vowels together rule, add them in that column.
Closure:
Today we continued talking about long vowel sounds. Yesterday we worked on sorting words by the long vowel sound we heard. Today we analyzed the words looking for spelling patterns that are used to represent those sounds. As you read in your books you will be able to use these rules to decode other words that might be difficult for you.
Evaluation/Assessment: (How will you know the students have met the objective?)
Students’ charts will be reviewed and graded to see if they could identify the spelling patterns VCe and VV. Students will also be asked to read the words using the rule.
Rubric
Criteria
1
2
3
4
Identify long a words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long a words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long e words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long e words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long I words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long i words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long o words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long o words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long u words spelled with VCe and added them to the chart.
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
Identify long u words spelled with VV and added them to the chart
Identified few words and added to the chart
Identified some words and added to the chart
Identified most words and added to the chart
Identified all words and added to the chart
came
wait
eat
load
stay
dream
peach
shine
ate
week
road
quite
wave
year
drove
nice
grape
real
home
while
face
those
mile
VCe
If there is a vowel, consonant, and silent e, the vowel is usually long
Two vowels
When two vowels are together, the first one usually says its name and the second one is silent