Lesson Plan To Teach The Differences Between Long And Short Vowel Sounds

This post clearly demonstrates educationally valuable talk. The informative indicator is established by the understanding of the difference between phonological awareness and phoneme awareness and the importance of them in the classroom and their relationship to the Hill (2012) text. The reflective indicator is displayed through its connections to my experiences of my daughter’s kindergarten class to the topic as well as linking back to the Hill (2012) text indication of explanatory indicators where I have used an example from the Hill (2012) text to elaborate.

Select four songs, finger plays, word games or poems that you can use to promote phonological awareness. Describe the strategies to promote phonological awareness among children whose home language is other than English.

In the lesson, Mrs. Firpo focused on the long e and long i sounds for the letter y. She tells the children that the y can sound like a long e and gives them examples, like baby. She then tells them that the y can also make the sound of a long i and gives them examples, like fly. This helps the children to gain oral phonemic awareness. After that she shows them pictures

Artifact 1, “Our Classroom Family Tree,” is a multicultural lesson plan written for a Kindergarten English and Language Arts class and combines speaking and listening standards with Art. It includes art templates and handouts for the lesson.

For this lesson they sat on the carpet in a circle. Mrs. Barger gave them the directions of hands in lap and crisscross. The students followed along right away. Mrs. Barger had the class sing a song called Vowel Bat which helped them work on the vowel sounds. As they were singing the song the students were supposed tap in their office on the vowel whose sound they were hearing. Next, they played a game prior to them playing the game Mrs. Barger had them all stand up and wiggle high, middle, and low a few times and then it was time to begin. The game that they played was simple but the students really enjoyed it. The students were supposed to hide the pom-pom under one of the cups with a vowel written on it. Another student covered their eyes and then had to guess which one it was under and they have to say the correct vowel sound. The rules were discussed as a class such as no cheating, not laughing if someone gets it wrong, and that only Mrs. Barger will be the teacher. As the class was playing the game one girl said the wrong sounds and knew immediately after she said it that it wasn’t the right sound. She then corrected

I would teach this lesson in a fifth grade class room. As teachers we need to be awarded that students have background knowledge of several homophone. For example to, too, and two, but the problem is that students do not really understand the different meaning of each word and students are writing words they think it correct. In this lesson students will create a comic strip to help them understand the different type of homophone. The comic strips will be a guided to help the students to look back when they are not clears what word to use when they are writing.

One principle that I found to be very important is principle number three. “Effective Teachers Create a Community of Learners.” The classroom must have the appropriate atmosphere for learning before any type of instruction is given. Each student should feel

I use three beliefs as my foundation to guide and support my teaching philosophy. First, open, and effective communication between the teacher and student is necessary for successful learning. Second, learning is the result of addressing experiences between the teacher and the student in a small group setting. Third, teachers need to be experts in their field in order to close gaps when presented with inquiries by students. These beliefs are only effective when working together to create an environment conducive to maximizing learning.

In completing the CAP, I administered the Phonemic Awareness Skills Screener (PASS) to five of my seven students in my summer middle school English class. The results of the assessment are attached in the submission of the document. In looking at the raw data that I collected on my student’s phonemic awareness skills the area that every student needed to work on was phoneme segmentation or phoneme deletion.

This book has daily Phonemic Awareness skills that the students need to learn. It includes all consonants, short vowels, digraphs, blends, and rime patterns, with long vowel words being introduced in the later weeks of this curriculum. This is very well organized and it tells you what you should teach on that day.

The teacher went over the sound and the vowel pair with the children and then paired them into four groups. The teacher went over the sounds and manipulated them with help from students to make new words. After, the teacher divided the class into groups and gave out clipboards. The students were to find three pictures with /oa/ words on them and write them down. Once they read it to themselves and identified a word, they went back to their seats and drew pictures for the three words they wrote down. One child wrote down boat and then went back to his seat and drew some boats in water. This activity was effective because the students were reading and writing as well as moving around the classroom. The children were also able to draw visuals, which will help them remember the words they wrote when they look back at their

Focusing on rimes rather than on vowels alone is particularly important in helping children learn to decode words. (Adams, 1990)

My instructional cycle will be focused on the student's ability to use, form and read digraphs (sh, th, ck, ch, and wh) and CVC words. We are focused on the Reading Foundational Standard (RF 1.3a): Know spelling-sound correspondences for common consonant digraphs. Students need to be able to spell, read and use these common consonant digraphs in their daily writing and reading.

I believe students would gain a better understanding of phonemic awareness if teachers are using songs, chants, and word-sound games, word play, nursery or Dr. Seuss rhymes, exposure to story books, story telling, word games, and riddles. These activities, which are engaging to students, would build positive experiences. These instructions would also grasp the child's attention to help him or her focus. In addition, educators must create purposeful and meaningful lesson geared around nursery rhymes and chants etc. It has been stated that educators are teaching nursery rhymes without knowing the true value of the

Due to time constraints, I will focus on teaching Cody to identify the letters a,b,c,d, and t and to produce the phonological sound. After he has mastered the sound with symbol, I will focus on blending the sounds to produce consonant vowel consonant words ( cat, bat, at ). Mastery will consist of 80 % accuracy over seven days. These tasks will be single step.