PHONICS
SHORT VOWEL SOUNDS
LESSON PLAN
NAME:
Mrs. Corpus
DATE:
February 18, 2015
GRADE LEVEL:
Grade K-1
TEKS OBJECTIVES:
§110.11. English Language Arts and Reading, Kindergarten
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships
between letters and sounds, spelling patterns, and morphological analysis to
decode written English. Students are expected to:
1. (A) Identify the common sounds that letters represent;
CONTENT AREA:
English language arts
INTRODUCTION:
This lesson provides practice-identifying words with short-vowel sounds and
sound-spellings.
TIMELINE:
2 days lesson plan
INSTRUCTIONAL ACTIVITIES AND PROCEDURES
1. Recognize short vowel sounds by reading and listening to a story that highlights
select words
2. Use picture clues to aid comprehension
3. Identify short-vowel sounds that complete C-V-C words
4. Name words with the same short-vowel sounds
DAY 1
CIRCLE TIME ACTIVITY

Start by telling the children: We are going to learn about a group of sounds
called ‘short vowels’ today.

Ask the children if they can remember which five letters are vowels (a, e, i,
o, u).
o If they remember, write the vowels on the board as they call them
out.
o If they can’t remember, write the letter “a” on the board then say the
alphabet and stop before each of the other vowels so the children
can call the vowels out each time

Will continue by pointing to the vowels on the board one at a time. Each
time, say the letter as it is in the alphabet, then pronounce it with its short
vowel sound
o (E.g. will say A as it is said in the alphabet, then will say a as it is
said in apple). Ask the children to repeat the sounds after you each
time.

Next will read the all the new sounds in a rhyme. (Projecting the rhyme in
a smart board)
o Read it to them ones or twice

Read along activity- Give children the actual rhyme so the can follow while
being read out loud to the again using the smart board.
o Say to the children: Look at the worksheet and follow the words in
the rhyme with your finger as you listen

For each line of the rhyme, ask the children: Which short vowel sound(s)
did you hear? And choose children to call out the sounds.

Then choose children to call out the words from the rhyme that include
short vowel sounds. Write the words on the board if you wish.

For each vowel sound, see if the children can think of any other words
with that same vowel sound. If they can, write their suggestions on the
board.

Read the rhyme as a class

Suggest that the children take their pictures home to color them in
however they want. Ask the children to bring their colored pictures to the
next lesson so can be demonstrated along the ways of the classroom.
DAY 2
COMPUTER LAB ACTIVITY
GUIDE STUDENTS THUR THE STEPS OF HOW TO ENTER THE PROGRAM
(REMINDER OF HOW ITS USED) BY NOW STUDENTS MUST BE FAMILIAR
WITH IT

Working in pairs, have students read the story Here, Clifford!. They
should read each sentence and then listen to the sentence read aloud.

Instruct students to listen to each word choice for the third sentences and
to choose one word to complete the sentence on each page.
o QUESTIONS TO BE ASKED TO OURSELVES:
 Can students identify the common vowel, the short vowel
sound, and other words with the same sound?
Have them share their words with each other and encourage them to
correct each other if they identify the wrong short vowel sound.

When students finish the story, help them link to the game Make a Word.
Click the speaker icon to hear the instructions. Have the pairs create as
many words as they can with the letters.
o (If necessary, model how to click and drag a letter to make a
word.)

When students have created all the words they can, have them share their
lists.
o Did they leave any out? Print the word lists for each student. Have
students take turns reading the list aloud.

As a class, review the words and group them into lists that have the same
short vowel sound
o (e.g., cot, dot, pot). What other words have the same short vowel
sound?
Prompt students with examples: pond, pod, cod, rod, etc.
MODIFICATIONS/DIFFERENTIATED INSTRUCTION

Ask the children to look at the pictures and think what the word is for each
one. They don’t call out the words at this stage.

If there are any pictures the children don’t know, tell them the word.

Explain that the children are going to draw lines to match the correct word
to each picture. Show them the example then ask them to match the other
words and pictures.

Walk round as they are working, to check what they are doing.
FUN ACTIVITY
Put the children in pairs. They take turns. One child acts out a word with a short
vowel sound. Their partner guesses the word.
FORMATIVE/SUMMATIVE ASSESMENT

Were students able to identify the short vowel sound for the word choices on
each storybook page?

Did students successfully identify other words with the same short vowel sound?

Were students able to pronounce each word from the Make a Word list correctly?

Could they identify other words with the same short vowel sounds?

Grade knowledge based on the grade given in the activity “make a word”
MATERIALS
Smart board
Markers
Board
Handouts/worksheets
Clifford Interactive Storybook Here, Clifford!
Clifford Storybook activity Make a Word
Computer(s) with Internet access
http://teacher.scholastic.com/clifford1/flash/story_3.htm
http://teacher.scholastic.com/clifford1/flash/vowels/index.htm
Hi, I’m Adam the Acrobat.
And I wear an interesting hat!
I have orange shoes,
An umbrella so blue,
And my legs can run very
fast!
I am Adam the Acrobat.
I can hop, skip and jump just
like that!
I’m an ant, brown and small,
I’m not very tall,
But I am incredibly clever!