Long and Short Vowel Sorts
| Lesson Title: | Picture Sorts to Contrast Long and Short Vowels |
| Grade Level: | 3rd |
| Subject Area: | Language Arts |
| State Academic Standards:
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 1.1 Know and use complex word families when reading to decode unfamiliar words 1.2 Decode regular multisyllabic words |
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| Objectives:
Student will recognize the differences in vowel sounds. Domain: Cognitive Blooms Level – Knowledge and Analysis |
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| Focus Statement:
Today you’re going to use picture icons to sort words by their long or short vowel sounds. |
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| Prior Knowledge:
Student knows consonant sounds for all letters and can recognize beginning middle and ending sounds in words. |
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| Materials:
Pocket chart with room for two or more columns. Column labels for the short and long vowel sounds that the lesson is presenting. Short vowel pictures and long vowel pictures for the vowel sounds that the lesson is presenting. Cut and paste worksheets for the student to do independently. Scissors and glue stick for the independent activity. |
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| Modeling and Guided Practice:
A picture that represents the sort categories are placed in columns at the top of the pocket chart. The teacher holds up a picture and says the word. It is best to begin with easy to recognize pictures. The teacher says the word stressing the vowel sound and then places the word under the appropriate column. Next the teacher holds up another word. She asks the student to speak the vowel sound in the word along with her. Together they say the word stressing the vowel sound. Next they sort the word in the proper column. Finally the teacher holds up a picture and asks the student to name the picture, stress the vowel sound, and sort the picture in the proper column. If the students have difficult, the teacher can pronounce the word with both the long and short sound and ask the student to select the correct pronunciation. The teacher should continue the guided practice until the student can sort independently. The student sorts the remaining pictures and checks the sort by naming all the pictures in each column. At the end, the student explains why she sorted as she did. |
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| Check For Understanding:
At the end of the sorting, the student explains why she sorted as she did. The teacher checks along with the student for correct placement and corrects those that are not correct. |
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| Independent Practice:
Give the student cut and paste worksheets to complete independently. |
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| Closure:
Completing the word sorts and the worksheets demonstrates the student’s discrimination of the long and short vowel sounds. |
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| Reflection: We were able to work through the one vowel during the first session. I brought materials for all the vowels thinking that we would be able to do a little for each. When I saw how difficult it was for her to understand what I was asking her to do, I decided it would be better to focus on one vowel per session and provide reinforcement for that vowel. During the next session I would review the vowel we covered and introduce a second vowel. After covering all the vowels, approximately five sessions, I would discontinue the picture sorts and advance to Word Sorts.
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