Purpose:
The student is in the late stage of letter-name, using but confusing long vowels, and in the early
stage of within word pattern. Based on the results of the students spelling assessment, I will be
conducting a vowel consonant e word sort. He has difficulty deciding whether to use “i” or “y.”
It is important for me to conduct this lesson because it will allow the student to see, hear, and
write words that are separated by a_e, i_e, and o_e.
1.4 The student will orally identify, produce, and manipulate various units of speech sounds
within words.
a) Create rhyming words.
b) Count phonemes (sounds) in one-syllable words.
c) Blend sounds to make one-syllable words.
d) Segment one-syllable words into individual speech sounds (phonemes).
e) Add or delete phonemes (sounds) to make new words.
Objective:
Given a word sort with three long vowel categories, the student will be able to sort based on their
vowel consonant e category with 85% accuracy.
Given a game, the student will be able to land on any of the boxes and lay his cards down that
have the same long or short vowel sound with 85% accuracy.
Given a word sort with three long vowel categories, the student will be able to write the words in
the correct category with the correct long vowel with 85% accuracy.
Procedures:
I will begin the lesson by setting out three different words: cake, bike, and bone. I will ask the
student to see if he can recognize the difference in these three words before I conduct the word
sort. I will briefly model the word sort to give him an idea of what I expect.
The word sort will have three categories. Long I, Long A, and Long O words. The student will
be given one card at a time and it is up to him to place the card in the correct category. There is
a group of pictures that will help assess the students’ knowledge of long vowel sounds without
reading the actual word. After each word has been categorized, we will go over each one to
make sure they are in the correct place.
Once the word sort is complete the student and I will play a game involving vowel consonant “e”
words. The object is to roll dice and match a word in their hand with the vowel sound of the
word on the game board.
The last activity we will do is a writing sample. This will be conducted to assess his long vowel
knowledge. I will say the word and he will write it under the heading of the correct long vowel
sound.
At the end of the lesson, I will ask the student how he knows if a vowel is long or short.
Materials:
Word Sort
Game Board and words (In packet)
Blank Paper
Pencil
Evaluation Part A:
Throughout the word sort, I will keep track of how many errors the student makes, beyond selfcorrecting, once each word is sorted. I will be aware of anything he doesn’t get right away, but I
will only document errors if they exist at the completion of the word sort.
During the game, I will assess the student on his ability to read the word properly, as well as
recognize words that belong and don’t belong in the discard pile. The game allows for a much
more accurate assessment because it eliminates any chance of guessing. Not doing something
with a word is still getting it wrong. I will ask him why he did not lay down a certain word.
I will assess the written sort after he finishes. I am making sure he included the e for words with
long vowel sounds. I will highlight any errors once he has completed the written sort.
Evaluation Part B:
For the first activity, the student met the objective. He was able to say the word, recognize the
long vowel, and place it in the correct category. Even the words he did not say quite right, he
still was able to recognize the vowel and put it in the right place.
During the game, he was able to play by the rules. If he landed on a word with a long I vowel
sound, he could recognize that he did or did not have that kind of word in his pile.
The writing sample was the most difficult for him. He was able to get through it with only 2
mistakes but he did make many corrections. What would happen is he would misspell the word
and self-correct it. He met my objective because he did not make any errors that had to do with
the vowels in the word. It was only getting the consonants mixed up.
The strengths of this lesson are that he gets to see, hear, and write the words. It gives the student
the ability to work one on one with a teacher and it gives the teacher a much better understanding
of the individual student’s knowledge. The game is motivating for the student. He took his time,
thought through the word, and really focused on getting the answer right.
Although there were not many weaknesses, the one thing I noticed was him comparing the
vowels in the first activity. If he saw an A, he would automatically put it where the A’s were. I
had to really force him to say the word before he sorted it.
If I had to change this lesson I would try to involve the short vowel sounds with each long vowel
sound. Rather than have 3 long vowel sounds I would have 3 long and 3 short. I feel like that
would put more emphasis on the E at the end of the words with the long vowel sound. I did this
in my game and it allowed me to be more accurate with my assessment. He knew A was not an
O or I. I don’t think he realized it was a long A and not a short A sound.