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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Picture cards with short "a" words
- Whiteboard and markers
VOCABULARY
- Long vowel sounds
- Short vowel sounds
- Graphemes Phonics
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Explain to students that vowels can make different sounds, and today they will be learning about the short "a" sound.
INSTRUCTION
- Display picture cards with short "a" words (e.g., cat, hat, bat).
- Model pronouncing the short "a" sound and have students repeat it.
- Review each picture card with students, emphasizing the short "a" sound in the word.
GUIDED PRACTICE
- Divide students into pairs and provide each pair with a set of picture cards.
- Instruct students to practice pronouncing the words on the cards, focusing on the short "a" sound.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Instruct students to choose a picture card and write the corresponding word on their whiteboard, focusing on the correct spelling.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Assign students to find three objects or pictures at home that have a short "a" sound in their name.
- Instruct students to practice writing the corresponding words for each object or picture they found.
- Encourage students to share their findings and practice their spelling during the next lesson.
EXIT TICKET
- Provide each student with a blank index card.
- Instruct students to draw a picture representing a short "a" word and write the word below the picture.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of long and short vowel sounds and their ability to associate them with common spellings.
- The exit card assessment will be used to determine students' mastery of recognizing and spelling short "a" words.
CLOSURE
- Review the short "a" sound and common short "a" words.
- Encourage students to listen for the short "a" sound in words they encounter throughout the day.
EXTENSION
- Introduce other short and long vowel sounds in subsequent lessons.
- Provide students with opportunities to practice spelling and reading words with various vowel sounds.
INTERVENTION
- For students who struggle with auditory processing, provide visual cues or written examples of the short "a" sound.
- For students who need extra support, work one-on-one or in small groups to reinforce the concept of long and short vowel sounds.
VIDEOS
No Video Available
TEACHING TIPS
- Use a variety of visual aids, such as flashcards and posters, to help students differentiate between long and short "a" sounds.
- Incorporate games and interactive activities to maintain student engagement and make learning enjoyable.
- Allow students to practice and reinforce their understanding through repetition and peer collaboration.
STUDENT MISCONCEPTIONS
- Students may confuse short "a" sounds with other short vowel sounds, such as "e" or "o."
- Students might think that all "a" sounds are the same and not recognize the difference between long and short "a" sounds.
- Students may struggle with spelling words containing short "a" sounds if they do not fully grasp the grapheme-sound relationship.
STANDARD
Common Core Standard:
RF.K.2.C - Blend and segment onsets and rimes of single-syllable spoken words.
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