LESSON PLAN OUTLINE

JMU Elementary Education Program

Nia Knight Kindergarten Wilson Elementary

I. TITLE OF LESSON Long Vowel Sounds

II. CONTEXT OF LESSON
After assessing Logans literacy skills, I created a lesson plan that will help in the areas he is lacking. The
results showed weakness in long vowel sounds. It was hard for him to spell words with the sound and he
could not identify the sound within words. My lesson will have him identify, write, and recall the long vowel
sounds.
III. LEARNING OBJECTIVES
Understand: The student will understand long vowel sounds and be able to use words with that specific
sound to make his own story.
Know: The student will learn the long vowel sounds and identify them within a passage.
Do: The student will sing along to the vowel chant, identify words, and create a short story.
IV. COLLECTION OF ASSESSMENT DATA
To assess his knowledge, I will record how many times he correctly highlighted words with long vowel
sounds and how many words he spelled correctly in the story out of the total words used and listed in the
passage. It will be percentage based so I can compare the percent correct to the original assessment results. If
there is an improvement, I know the chants worked. If there is little to no improvement, I will have to think
of a different way to present the information.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Reading (Oral Language) K.1
The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
b) Participate in a variety of oral language activities including choral and echo speaking and
recitation of short poems, rhymes, songs, and stories with repeated word order patterns.
c) Participate in oral generation of language experience narratives.
d) Participate in creative dramatics.
e) Use complete sentences that include subject, verb, and object.
Reading 1.6
The student will apply phonetic principles to read and spell.
a) Use beginning and ending consonants to decode and spell single-syllable words.
b) Use two-letter consonant blends to decode and spell single-syllable words.
c) Use beginning consonant digraphs to decode and spell single-syllable words.
d) Use short vowel sounds to decode and spell single-syllable words.
e) Blend beginning, middle, and ending sounds to recognize and read words.
f) Use word patterns to decode unfamiliar words.

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g) Read and spell simple two-syllable compound words.

h) Read and spell commonly used sight words.
VI. MATERIALS NEEDED
Large Paper with Vowel Chants
Highlighter with pre-chosen passages
Paper for student to write short story
Chromebook with Starfall
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have the long vowel chants already written on the large pieces of paper and placed on the board. The
passage will be put aside along with the highlighter and paper for the story.
For example: Vowel Chant for E
Long E, long E, yes thats me! I can be like a bee, I can read under a tree. As long E, I can jump like
a flea or enjoy a cup of tea
The words with the long e sound on the chant poster will be underlined in red.
B. INTRODUCTION AND ORGANIZATION
We will start by playing with Starfall on the Chromebook. The activity will be review from the sounds he
already knows. After one game is complete, we will transition to the reading group table so I can work with
him one on one.
C. IMPLEMENTATION
I will ask him to repeat the sound after I say long e, long a, etc. At this moment I will correct him if
needed.
Then, I will say, Here is a cool chant we can say to remember our long vowel sounds! First I will sing
it to you, then we can sing together. Follow along with me as I sing.
Then he will say the chant with me.
Now we are going to be detectives! We are going to look for words that have long vowel sounds. Here
is a special mystery highlighter. When you find one, we have to highlight it! Use the chant if you cant
remember if a word has a long vowel sound or not.
After he says he has found all of the words, we will move on to the story.
If I notice he is getting antsy, I will let him play another phonics game on Starfall. After the game is
complete, we will continue on with the story.
Next, I want you to write a story about anything you want but you must use some of our long vowel
words we found or others you can think of!
If he has trouble during this step, I will take out the flashcards for assistance (mentioned in the
Differentiation section).

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When he is done with the story, I will let him pick a sticker and go back to class activity time.
D. CLOSURE
After he has finished the story, I will let him pick a sticker and go back to class activity time. I will give
him 1 or 2 bee bucks depending on his behavior.
E. CLEAN-UP
I will need the Chromebook to be put away and turned off. I will collect the highlighter, passage, and
story.
VIII. DIFFERENTIATION
For differentiation, I know Logan has a hard time identifying objects from pictures. If he doesnt know what
some words are in the passage or what to use for his story, I will have flash cards with color pictures and
labels for him to use for help.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Opening of the Lesson: Logan may not want to leave class time for a lesson with me, so I will remind him
that because he is such a great helper, he will receive a bee buck.
Lesson: If Logan is still having trouble grasping sounds, I can use the flash cards to help him identify and
become familiar with common long vowel sounding words. I can also pull up a quick YouTube video that
can be used as a re-fresher.
Closing of the Lesson:
If he needs more time to complete the story I will tell him he can finish it during the Read to Self center
the next day.
Behavior:
Logan gets very chatty so I will remind him that when he is working quietly, he will receive an extra bee
buck.
X. REFLECTION

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