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Lesson Plan
Short a - Identify the Short a word
Kindergarten (K) - ELA

LEARNING TARGET
- Students will be able to identify short 'a' sounds in words.
- Students will be able to match words with short 'a' sounds to corresponding pictures.

LEARNING PROGRESSION
PREREQUISITE SKILL
-
EXTENSION SKILL
-
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 (e.g. cat, hat, bat, mat)
- Word cards with corresponding short 'a' words
- Whiteboard and markers
VOCABULARY
- Short 'a' sound
- Grapheme
- Match
- Listen

TEACHING RESOURCES
CENTERS & TASK CARDS

No Centers or Task Cards Available
IEP GOAL WORKBOOKS

No Goals Available
WORKSHEET PACK

No Worksheet Packs Available
5 AND 1 INTERVENTIONS

No Interventions Available
GAMES

ACTIVITIES

No Activities Available

LESSON INSTRUCTION
INTRODUCTION
- Explain the concept of short 'a' sounds in words to the students. Provide examples and ask students to listen carefully to the sound.
- Display picture cards with short 'a' words and have the students repeat the words after you, emphasizing the short 'a' sound.
INSTRUCTION
- Introduce word cards with corresponding short 'a' words written on them.
- Model the process of listening to the short 'a' word, identifying the short 'a' sound, and matching the word card to the correct picture card.
GUIDED PRACTICE
- Divide the students into small groups and provide each group with a set of picture cards and word cards.
- Instruct the students to work together to match the short 'a' words to the corresponding pictures.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Instruct students to work independently to match the short 'a' word cards to the corresponding picture cards.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Assign students to practice listening for short 'a' sounds in words they encounter at home, such as in a book or during a conversation.
- Encourage students to share their findings during the next lesson.
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Instruct students to write a short 'a' word and draw a picture that represents the word.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of short 'a' sounds and their ability to match words to corresponding pictures.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of identifying short 'a' sounds and matching them to pictures.
CLOSURE
- Review the importance of identifying short 'a' sounds in words and matching them to pictures.
- Ask students to share one word and picture they matched correctly during the lesson.
EXTENSION
- Students can practice identifying other vowel sounds (e.g., short 'e', short 'i', short 'o', short 'u') and matching them to pictures.
- Students can create their own picture cards with short vowel sounds to share with the class.
INTERVENTION
- For students who struggle with auditory processing, provide visual aids or diagrams to help them understand the short a sound.
- For students who need extra support, provide additional practice with short a sound words in a one-on-one or small group setting.
VIDEOS
No Video Available

TEACHING TIPS
- Use a variety of examples: To ensure that students grasp the concept of the short a sound, provide a wide range of examples representing different objects and situations. This will help students generalize the skill to various contexts.
- Use visual aids: Incorporate visual aids such as posters, flashcards, or charts to help students understand the short a sound and its graphemes. Visual aids can also serve as a reference for students during independent practice.
- Model pronunciation: Clearly pronounce words containing the short a sound, emphasizing the sound, and encourage students to mimic your pronunciation. This will help them internalize the sound and improve their listening skills.

STUDENT MISCONCEPTIONS
- Confusing short a with other short vowel sounds: Some students may struggle to differentiate between the short a sound and other short vowel sounds (e.g., short e, short i). Reinforce the distinct pronunciation of the short a sound to help students recognize it.
- Assuming all words with 'a' contain the short a sound: Students may mistakenly think that all words containing the letter 'a' have the short a sound. Clarify that the letter 'a' can represent various sounds, depending on the word.
- Difficulty identifying the short a sound in unfamiliar words: Students may struggle to identify the short a sound in words they haven't encountered before. Encourage them to practice with new words and provide scaffolding to help them develop this skill.

STANDARD
Common Core Standard:
RF.K.3.B - Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
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