Group Three:

Natalie Figueroa
Mandi Marcus
Brooke Reynolds
Project Reflection Sheet for UDL Educators Checklist
How did you use technology to implement the 9 UDL guidelines? Explain in the nine boxes below.
Resave the file as Group # UDL checklist
I. Provide Multiple Means of Representation:
Your notes
1. Provide options for perception
1.1 Offer ways of customizing the display of information
1.1 Above-level students will listen to the /ow/ sound
via audio recording. All students will utilize
ActivInspires FlipChart to electronically display
knowledge of the /ow/ sound and characteristics of
proper sentence structure.
1.2 Offer alternatives for auditory information
1.2 Above level students will focus on their listening
skills, through an audio recording, to distinguish the
/ow/ sound from the /ou/ and /au/ phonics sound.The
audio recording will be paused, a selected student will
then be asked which sound was voiced. If the /ow/
sound is pronounced, repeat the sound and provide a
word with the /ow/ sound. The audio recording will
continue until each student has had an opportunity to
participate.
1.3 Offer alternatives for visual information

2. Provide options for language, mathematical

expressions, and symbols
2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure

Page 1

1.3 During the introduction of the lesson, whole group

instruction, students will turn their attention to the
projector board for a short video clip. The video
introduces the /ow/ sound and generates words with
ending with the /ow/ sound.

2.1 After the introductory video, students will

participate in a typical phonics-based lesson. Students
will say the sound, model the mouth movement, repeat
the sound, provide an example(cow, c-o-w, cow,
/ow/). As a class, brainstorm words containing the
/ow/ sound. Write the terms into the provided word
bank model. During the read-out-loud experience, we
will frequently review /ow/ based vocabulary to
achieve clarity by asking questions such as; what /ow/
sound words have we read so far, have we come across
more /ow/ sounds, we have read several words with the
/ow/ sound, lets retell these words and write them onto
/ow/ sound word bank.
2.2 Based on prior knowledge, students should have a
solid foundation of word syntax and structure . Any
additional clarification will be visited prior to the
lesson, and as needed during the lesson.

2.3 Support decoding of text, and mathematical

notation, and symbols

2.3 The chopping method will be used to decode

unfamiliar terms. This method incorporates physical
movements within broken up sounds, in order to assist
with student memorization and development of
problem solving skills.
2.4 The students are able to recognize /ow/ sounds
through listening, seeing, and speaking.

2.4 Promote understanding across language

2.5 Illustrate through multiple media
3. Provide options for comprehension
3.1 Activate or supply background knowledge

3.2 Highlight patterns, critical features, big ideas,

and relationships

3.3 Guide information processing, visualization, and

manipulation
3.4 Maximize transfer and generalization
II. Provide Multiple Means for Action and
Expression:
4. Provide options for physical action
4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive

technologies
5. Provide options for expression and communication
5.1 Use multiple media for communication
Page 2

2.5 A variety of media is utilized through out the

lesson; a read and draw activity worksheet, fill-in-theblank word web, scare the crows hands-on activity,
phonics cards, phonics cow activity worksheet, short
video clip, audio recordings, and FlipChart practice.
3.1 Demonstrate words with the /ow/ sound; review
anticipated vocabulary presented in the text.
3.2 The big idea of the lesson is centered around
students ability to read the text, The Frowning Clown,
in order to decode words within the text; specifically
focusing on words with the /ow/ sound. Students will
focus on three essential questions through out the
lesson; How does knowledge of a vowel sound help
you as a reader, how does being able to blend sounds of
letters to words help you as a reader, and what do good
readers and writers do to figure out the words they do
not know?
3.3 Students will maneuver the mouse in order to
move shapes, an opportunity to type sentences will be
provided via FlipChart.
3.4 The basic knowledge of phonics sounds builds the
foundation of reading and decoding skills, allowing for
more advanced terminology and word length to be
conquered.
Your notes
4.1 Students are able to respond verbally proceeding
the completion of the FlipChart.Students will also be
typing /ow/ words during the writing portion of the
assessment.
4.2 Students utilize the FlipChart to brainstorm then
type /ow/ words into complete sentences, as well as to
moving provided charts through out the provided
storyboard pages

5.2 Use multiple tools for construction and

composition

5.1 Students will communicate through media during

the assessment portion of the assignment, by
interacting with a FlipChart to complete the provided
assessment requirements.
5.2 Tagxedo, ActiveInspire, Book, Audio Recording,
Video Clip, Podcast, etc.

5.3 Build fluencies with graduated labels of support

for practice and performance

6. Provide options for executive functions

6.1 Guide appropriate goal setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement:

7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

5.3 Students are given opportunity to identify /ow/

words by verbally responding to questions during the
read aloud. Additionally, students will identify /ow/
words on worksheets and write /ow/ words of their
own.
6.1 Goals are set for each students ability with
specific expectations for improvement in recognizing
the /ow/ sound. Scaffolding is provided by recognizing,
writing, and then listing rhyming words.
6.2 Goals are set within the lesson plan with strategies
that encompass all abilities. There are multiple
opportunities given to students to further understand
/ow/ words.
6.3 The teacher will follow the I do, We do, You
do to be sure that students are ready and able to work
independently and successfully.
6.4 Students will be given an assessment at the end of
the lesson in order to monitor individual student
progress.
Your notes
7.1 Due to the construction and time management of
the lesson, there is little opportunity in individual
choice and autonomy. However, individuality is
encouraged in the completion of all assignments.
Unique decision making is also encouraged during
small group instruction.
7.2 By recognizing /ow/ terms on FlipChart / and
listing words that rhyme; knowledge is optimized, the
value and authenticity to further reading ability is
present.
7.3 Students will follow classroom rules to respect
others and to not enable any student from learning by
raising their hands with questions and working quietly.

8. Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives
8.1 Small group instruction is based on the academic
level of students; above, average, and low-leveled
Page 3

8.2 Vary demands and resources to optimize

challenge

8.3 Foster collaboration and community

8.4

Increase mastery-oriented feedback

9. Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize
motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection

How did you integrate technology into the goals,
materials, methods, and assessment for this lesson to
improve students understanding of content?
What technology was used? By whom? Why was this
appropriate technology to integrate?

students. During this instruction, goals and objectives

are adjusted according to three levels of students.
Expectations and the value of work are based off of
leveled abilities.
8.2 Proceeding whole group instruction, students will
be separated into small groups, based off of their
academic level; above level, intermediate, and lower
level students. The variation in methods ensures each
student is provided with work based upon he or shes
current capabilities, providing a challenge unique to
each level.
8.3 Small and whole group instruction will be utilized
during the production of this lesson, fostering both
collaboration and community among peers.
8.4 During small group instruction, feedback will be
provided based on students academic level. During
individual instruction, or seat work, feedback will
based on students independent capabilities. The intend
of this feedback is to provide positive reinforcement,
and tend to the individualized needs of each student.
9.1 Praise will be provided to the students to
encourage the students in active learning.
9.2 Accommodations are in place to help students who
have multicultural considerations/equity needs. For
example, para-educator, scribe, and special
instructions.
9.3 The formative assessment, provided through
FlipChart, will provide students the opportunity to
reflection on the inherited information from newly
presented information in the lesson.
The central goal of this lesson was to accommodate
different leveled learners, with the combination of
different technologies within the lesson.
The students and teachers are using Flip Charts on
Promethean Boards. This is appropriate for educators
and teachers to get all involved and moving while still
reviewing the material in the lesson.

Instructional Lesson Plan

Interns Name
Page 4

Grade

Class Size

Date / Time

Group Three:
Natalie Figueroa
Mandi Marcus
Brooke Reynolds

2nd

20

Subject
Phonics and Word
Recognition:
/ow/ sound

School
Reach for the Stars Elementary School

January 20, 2015

Mentor Initials

I. Value of the Lesson What will the students learn? Why is this learning meaningful, important and appropriate?
What will the students say or do that will serve as evidence of learning?
MD College and Career Ready Standards
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.2.
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams.
Lesson Objective
Student(s) will read the text, The Frowning Clown, in order to decode words within the text with the /ow/ sound. Prior
knowledge of o and w phonemes will be used to blend together by creating a diphthong.

Essential Questions
How does knowledge of a vowel sound help you as a reader?
How does being able to blend sounds of letters to make words help you as a reader?
What do good readers and writers do to figure out the words they do not know?

Page 5

Formative Assessment
The assessment will begin with the creative writing, or in this case typing, portion of the activity. Students will create a
short story, consisting of approximately 3 to 4 sentences. Students are required to include a minimum of five /ow/ words.
These may be words we reviewed, observed in the text, or new words we have not seen. The sentences should be typed
on the two provided storyboard pages. To accompany student writing, students are encouraged to use the provided
characters to create two illustrations on FlipChart. Once the assessment is complete, students will turn to their neighbor
to share a short description of their creation. This turn and talk acts as an opportunity to reflect on the past lesson and
newly inherited information. Laptops will be provided for each student.
Early-Finisher Activity
Early-finishing students should proceed to the next assignment. Based on the theme from The Frowning Clown, students
are to depict words containing the /ow/ sound from other listed vocabulary. Using a color of their choice, students should
circle all words including the /ow/ sound.

Higher leveled, early-finishing, students will be provided with an extra assignment. Being that the assessment is lengthy,
this assignment is aimed for strictly for higher-leveled students.
Students are to brainstorm additional words with the /ow/ sound.
Students must write a minimum of three words; one word with the /ow/ sound in the beginning of the word, one word
with the /ow/ sound in the middle, and lastly one word with the /ow/ sound at the end.
Try to brainstorm words we have not reviewed today in class.
This is a challenge worksheet! If you become stuck, trying use rhyming as a technique to assist you!
When complete, feel free to add color.
Imagine retrieved from http://kiddyhouse.com/Phonics/phoniccow1.gif

Academic Language Demands

/ow/ - Blend students are focused on in the decodeable book.
Diphthong - Unsegmentable speech sound.
Blend- The term used to describe the combination of O and W.

General Terms
Clown - an entertainer in a circus.
Frowning- a facial expression showing anger or disappointment.
Bound- to move by jumps and leaps.
Squirted- spraying water.
Stout - another word for short.
Ounce - a unit of measurement.
Pout- a facial expression showing sadness.

Page 6

II. Context for Learning What factors will influence my instructional decisions? How will my instruction respond to
these factors?
Knowledge of Learners
(Age level characteristics, Students prior knowledge (based on DATA / pre-assessment), Anticipated
Misconceptions or Areas of Confusion, etc.)

Age Level Characteristics- 6-7/8-9 year-olds

Emotional:
There is a deep need for approval from adults/peers
Social:
The child is concerned with pleasing his teacher.
Being first and winning are still important.
Child decreases dependence on adults.
Physical:

Children can work diligently for longer periods but

can become impatient with delays or their own

slowness.
Prior Knowledge
Students know the OW blend/ words

Students will have discussed clowns and shared

experiences with their peers
Students know how to use Active Inspire on the
laptops and can open the chart on the Wiki.

Areas of Confusion
The OU compared to OW blend

Page 7

Age Level Characteristics- 6-7/8-9 year-old

Emotional:
We will give the students a lot of positive
reinforcement and encouragement so they will feel
appreciated.
Social:
We will keep in mind how the students will want to do
well to please us and therefore make sure we provide a
lot of support and positive reinforcement showing
appreciation.
We will remind the students before the lesson starts
that this game is not about winning but about
understanding the material.
The first few questions will be done as a class with
help from the teachers, but the last few questions the
students will be encouraged to try on their own.
Physical:
The students who finish the lesson early will have an
extra, fun worksheet they can complete so they are still
actively engaged in the lesson and not held back or
bored while waiting for other students to finish.
Prior Knowledge
Students learned the sounds the OW blend makes and
are able to identify, read and write OW words (clown,
frown, brown). The students can read The Frowning
Clown independently.
We will review the students experiences and stories
before the reading as motivation for reading more
about clowns.
In previous lessons, the students have learned and
manipulated the class Wiki and can use the webpage to
open Active inspire flipcharts. The students will open
The Frowning Clown flipchart and be able to follow
directions, completing the activity as necessary.
Areas of Confusion
In the story there are both OW and OU blends. The two
sounds look and sound similarly. Students may be
confused that OW and OU makes the same sound with
different spelling. For example, loud and cow sound
the same, but use different diphthongs. We will review

the two sounds and spellings during the reading, but

will tell the students to focus on OW.
Specific Individual or Small Group Needs
(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.)
Student A- She has difficulty processing information and
often needs information repeated in more than one way.
Student B-Came from another school and is behind grade
level and cannot identify letters and their sounds nor can
she write on grade level.
Student C- This child has a Traumatic Brain Injury (TBI).
Student D- This students disability is unknown. She

has difficulty performing everyday tasks such as oral

and written communication.
*Student C and D have an IEP*

Small Group Consideration

Students will work together in order to depict the /ow/
sound from other phonics sounds.

For Student A, we will rephrase what they expect from

this student in many different ways.
For Student B, we will have her copy the word that she
spells out. For example, if Student B says clown one
of the interns will write clown on a paper and have
Student B copy same word underneath.
For student B, since she reads and writes below grade
level, we will take her step by step on the worksheets
the students have to complete after the review lesson.
We will model and make sure the student has full
understanding as well as sitting with her for assistance
(if needed).
For Student C, we will assist her by asking the
students para-educator what the best approach is to
explaining the lesson to her.
For Student D, we will scribe for her as needed
Small Group Considerations
The teacher will provide a variety of phonics cards.
Present one card to one students. Ask what sound it is.
Model the sound. If it is a /ow/ sound, provide a word
with the /ow/ sound in it. Ask the student to repeat the
sound, then the word. As a group, repeat the sound and
then the word.

Multicultural Considerations / Equity Measures

(Ex. Family/community/cultural assets; PerspectiveTaking; etc.)
Student E- He is an English Language Learner who
learned Spanish before English, but is on grade level in
ELA.

Students with lower socio-economic BackgroundsStudents who may not have the same opportunities or prior
knowledge as their peers.

Page 8

Student E- Student E was not born in the United States and

may have had different exposure to clowns. This may result
in different associations and prior knowledge with clowns.
He may not have been to a circus, where clowns are
commonly seen in the states. When teaching the blend and
reading about clowns, we will have the student share his
experiences with clowns as well as provide all students a
chance to ask questions so he does not feel singled out.
Students with lower socio-economic backgroundsSimilarly to student E, these children may not have the
same experiences as their peers not having the same
background knowledge. Some students may not have been

to a circus to have the association with clowns as their

peers. An opportunity to discuss clowns will be avaiable for
students to share what they know allowing children to share
and no one feels belittles or left out for know knowing.

III. Instructional Procedures What instructional strategies will I use to ensure that every child is a successful
learner?

Instructional Materials
Worksheets retrieved from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
http://www.free-phonics-worksheets.com/images/phonics_worksheet_v2-13.jpg
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
http://kiddyhouse.com/Phonics/phoniccow1.gif

Video retrieved from

https://www.youtube.com/watch?v=fnCTl8FJYNs

Audio recording retrieved from

http://www.kizphonics.com/phonics-program/2nd-grade-level-1/listening/

Phonics cards retrieved from

http://bogglesworldesl.com/phonics/VowelDigraphsB7.jp
http://bogglesworldesl.com/phonics/VowelDigraphsB6.jpg
http://bogglesworldesl.com/phonics/VowelDigraphsB3.jpg

Podcast
Made by the educators for the specific lesson

Active Inspire
Made by the educators for the specific lesson

Taxgedo
Made by the educators for the specific lesson

Technology Integration (If applicable)

Video Clip
Audio Recording
ActivInspire- Flipchart
Taxgedo
Page 9

Podcast
Management Considerations (Motivation, Procedures, Transitions, Materials, Behavior)
Motivation: We will be giving students verbal praise and encouragement for their effort and for completing their

work. We will also provide an opportunity to discuss experiences with clowns so students are interested in
continuing learning about them.
Procedures: Listed below.
Transitions: We will give verbal cues to the students when it is time to go from the carpet to their desks and from working
as a class to working independently.
Examples: When I say GO!
Everybody go back to your seats (clap clap clap)
Ready to Rock? (students respond) Ready to Roll!
Materials: Listed above.
Behavior: If the students misbehave then they will be reminded to quiet down, stay seated and/or change their behavior.

Examples: No thank you, please dont do that

1,2,3 eyes on me!
Bottom in your seat, complete the worksheet

Instructional
Sequence
Planned Beginning

Warm-up

Motivation

Bridge

Procedure
Independent Instruction: Introduction
As students enter the classroom, they will begin to complete the provided worksheet.
Students will have approximately 10 minutes to complete this assignment.This assignment
is not graded for completion, the intent is to start focusing on the introduction of our
phonics sound for the day, what do you think it could be? Word length ranges from three
to six letters, meeting the all leveled students needs.
Worksheet retrieved from http://media-cacheec0.pinimg.com/736x/57/77/c9/5777c977816cda10d319ca62f5b29063.jpg
Whole Group Instruction
Once all students have arrived and settled in, students will turn their attention to the
projector board for a short video clip. The video introduces the /ow/ and generates words
with ending with the /ow/ sound.
Video retrieved from https://www.youtube.com/watch?v=fnCTl8FJYNs
*Display /ow/ phonics card

Page 10

Say the sound, model the mouth movement, repeat the sound, provide an example(cow,
c-o-w, cow, /ow/). As a class brainstorm words containing the /ow/ sound into the
word bank model.
Worksheet retrieved from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
Development of the
New Learning
(Clearly explain
instructional
activities in
sequence.)

*Ask students to move to carpet seating. Present the text, The Frowning Clown.
Guided Practice & Questioning
Conduct a shared reading of The Frowning Clown. Read one page of the text, then
alternate student reading opportunity. On designated pages stop for questioning, host a
short discussion, and check for questioning.
Page 3: What /ow/ sound words have we read so far? Where does Brownie live?
Page 4: Have we come across more /ow/ sounds? What are they? What emotion is
Brownie feeling?
Page 5: We have read several words with the /ow/ sound, lets retell these words and write
them onto /ow/ sound word bank.
*Repeat this process every together page until the text comes to an end.
Complete model containing /ow/ sound words. Host an after-read discussion: What was
the plot of the text? Who was the main character? What do you think the purpose of this
reading was? What phonic sounds appeared in the text the most?
*Move to small group instruction.

Small Group Instruction

On-Level Students
Students will complete an /ow/ sound worksheet through peer discussion.
Crows do not like the long o word, it is your job to scare them away! Create a scarecrow to
get rid of the crows. Construct the scarecrow from words with the /ow/ sound.
Before beginning, discuss which words would assemble the scarecrow, and which words
would not. Why? Explain your reasoning.
When complete, continue on to build you scarecrow. Please color your scarecrow when
complete!
Worksheet retrieved from http://www.free-phonicsworksheets.com/images/phonics_worksheet_v2-13.jpg

Enrichment or
Remediation
(As appropriate to
lesson)

Page 11

Enrichment: Above Level Students

Students will focus on their listening skills, through an audio recording, to distinguish
the /ow/ sound from the /ou/ and /au/ phonics sound.
The audio recording will be paused, a selected student will then be asked which sound was
voiced. If the /ow/ sound is pronounced, repeat the sound and provide a word with the /ow/
sound.

 The audio recording will continue until each student has had an opportunity to participate.
The first sound will be modeled in order to assist student understanding.
Audio recording retrieved from http://www.kizphonics.com/phonics-program/2nd-gradelevel-1/listening/
Early-Finisher Activity
Early-finishing students should proceed to the next assignment. This will be found on the
wiki and use Active Inspire. Based on the theme from The Frowning Clown, students are
to depict words containing the /ow/ sound from other listed vocabulary. Using a color of
their choice, students should circle all words including the /ow/ sound.

Higher leveled, early-finishing, students will be provided with an extra assignment. Being
that the assessment is lengthy, this assignment is aimed for strictly for higher-leveled
students.
Students are to brainstorm additional words with the /ow/ sound
Students must write a minimum of three words; one word with the /ow/ sound in the
beginning of the word, one word with the /ow/ sound in the middle, and lastly one word
with the /ow/ sound at the end.
Try to brainstorm words we have not reviewed today in class.
This is a challenge worksheet! If you become stuck, trying use rhyming as a technique to
assist you!
When complete, feel free to add color.
Imagine retrieved from http://kiddyhouse.com/Phonics/phoniccow1.gif

Remediation: Below Level Students

Students will work together in order to depict the /ow/ sound from other phonics sounds.
The teacher will provide a variety of phonics cards. Present one card to one students. Ask
what sound it is. Model the sound. If it is a /ow/ sound, provide a word with the /ow/ sound
in it. Ask the student to repeat the sound, then the word. As a group, repeat the sound and
then the word.
Phonics cards retrieved from http://bogglesworldesl.com/phonics/VowelDigraphsB7.jpg
http://bogglesworldesl.com/phonics/VowelDigraphsB6.jpg
http://bogglesworldesl.com/phonics/VowelDigraphsB3.jpg

Page 12

Summary
*Have selected students share their clown creation (formative assessment), briefly
explain their short story and the /ow/ sound words in it.

Planned Ending
(Closure)

Summary

Revisit our essential questions:

How does knowledge of a vowel sound help you as a reader?
How does being able to blend sounds of letters to make words help you as a reader?
What do good readers and writers do to figure out the words they do not know?
Today we read the text, The Frowning Clown, in order to decode words with the /ow/
sound. Who can retell some words we reviewed today? Do you believe we meet the goals
of our objective?
Formative Assessment
The assessment will begin with the creative writing, or in this case typing, portion of the
activity. Students will create a short story, consisting of approximately 3 to 4 sentences.
Students are required to include a minimum of five /ow/ words. These may be words we
reviewed, observed in the text, or new words we have not seen. The sentences should be
typed on the two provided storyboard pages. To accompany student writing, students are
encourages to use the provided characters to create two illustrations on FlipChart. Once the
assessment is complete, students will turn to their neighbor to share a short description of
their creation. This turn and talk acts as an opportunity to reflect on the past lesson, and
newly inherited information. The laptops will be provided for each student. They will be
the schools set.
Early-Finisher Activity
Early-finishing students should proceed to the next assignment. This will be found on the
wiki and use Active Inspire. Based on the theme from The Frowning Clown, students are
to depict words containing the /ow/ sound from other listed vocabulary. Using a color of
their choice, students should circle all words including the /ow/ sound.

Page 13

Higher leveled, early-finishing, students will be provided with an extra assignment. Being
that the assessment is lengthy, this assignment is aimed for strictly for higher-leveled
students.
Students are to brainstorm additional words with the /ow/ sound
Students must write a minimum of three words; one word with the /ow/ sound in the
beginning of the word, one word with the /ow/ sound in the middle, and lastly one word
with the /ow/ sound at the end.
Try to brainstorm words we have not reviewed today in class.
This is a challenge worksheet! If you become stuck, trying use rhyming as a technique to
assist you!
When complete, feel free to add color.

Resources
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB3.jpg
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB6.jpg
(n.d.). Retrieved January 15, 2015, from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
(n.d.). Retrieved January 15, 2015, from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
(n.d.). Retrieved January 15, 2015, from http://www.free-phonicsworksheets.com/images/phonics_worksheet_v2-13.jpg
(n.d.). Retrieved January 15, 2015, from
http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
(n.d.). Retrieved January 15, 2015, from http://kiddyhouse.com/Phonics/phoniccow1.gif
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB7.jpg
(n.d.). Retrieved January 15, 2015, from http://kiddyhouse.com/Phonics/phoniccow1.gif
(n.d.). Retrieved January 15, 2015, from http://bogglesworldesl.com/phonics/VowelDigraphsB7.jp
(n.d.). Retrieved January 15, 2015, from

Page 14

http://www.secondstorywindow.net/.a/6a0163004149d3970d01a5115d9626970c-350wi
(n.d.). Retrieved January 15, 2015, from
http://bogglesworldesl.com/phonics/VowelDigraphsB3.jpg
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2nd Grade Level 1 Phonics Listening Activity. (n.d.). Retrieved January 15, 2015, from
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