Small Group Skill-Focused Model

Group: Green
Word Knowledge:

Focus:Phonics- short e and u

Day 1 Small Group
Introduce HFW for the Week and point out any unusual

spelling patterns/tricks (always, because, before, both, call)

Day 1: Say it, Spell it, Use it in sentence for students

Review/Introduce Skill:

Ask students, What does every word have to have? a

vowel. Explain that the vowels are the glue that hold words together. Review the 5 vowels
using picture card. Explain that this week we will be focusing on short e and short u vowel
sounds.

Isolated Application of Skill:

Word Sort (Using Phonemic Awareness listening

skills on day 1)
-Show students the pictures with the headers. Read through the cards- red, ten, skunk, sun,
truck, duck, bed, bell, sled, egg, tub, skull . Read aloud each word and have students listen for
the vowel sound. Model sorting the words under the correct header to match the vowel sounds.
At the end of the sort, read all of the words and have the students echo after you read the
words.

Application in Context:
Reading: Decodable Reader: The Sleds Teacher read aloud the first page.
Then have group echo read while tracking the print. Have students take turns
reading each page. Use highlighter to highlight short e words.
Writing: Write some CVC words get, cub Ken, fun, red, mud, Ned, nut.

Quick Review:

Thumbs Up, Thumbs down

Listen for the short /e/ sound. If the word has a short /e/ sound, they give thumbs up, if it
doesnt have a short /e/ sound thumbs down.
(bed, flag, set)

Small Group Skill-Focused Model

Group: Green
Word Knowledge:

Focus:Phonics- short e and u

Day 2 Small Group
Review the 5 words from Day 1: always, because, before,

both, call

Have students read the words with you. Then ask students to read the words one by one.
Give students flash cards (index cards) and have them write each word on a card and store
in their HFW baggie. Keep the baggies and have students add the words each week.

Review/Introduce Skill:

Ask students what letters represent vowels? (aeiou)

Review the sounds of the short vowels using the picture clues.

Isolated Application of Skill:

Word Sort (mixed short vowels)

Have students complete the short /e/ and /u/ word sort individually. Review and sort together.
As students are completing the sort with partner, monitor and provide feedback as needed.
Review the sort together. Remind students that vowel sounds are short because they are
closed in by the consonants.

Application in Context:
Reading: Decodable Reader: Cub and Mom Popcorn read the book providing
support and feedback while students read. Other students track print. If
students are struggling, you can choral read the pages together to help improve
their fluency. After reading, have students find a word with the short /u/ vowel
sound. Use highlighter.
Writing: Sentence Dictation- We set up the mud hut.

Quick Review:

Picture Vowel Review

-Show students a picture that has a short e, or u in it. Students say the name of the picture
and then what short vowel sound they hear in the word. (Use pictures from the sort)

Small Group Skill-Focused Model

Group: Green

Focus:Phonics- short e and u

Day 3 Small Group

Word Knowledge:

always, because, before, both, call

Distribute the baggies to students and have them quickly read over their HFW cards. (Have
them read all of the words in the baggie, including previously learned words) or

Flash the HFW cards to students one at a time. Student must read the card and use the
word in a sentence.

Review/Introduce Skill:

Ask students, What special letters of the alphabet are

the glue that hold words together? Vowels. Review the vowel sounds with students. Discuss
the two vowels we are concentrating on this week: short /e/ and short /u/.

Isolated Application of Skill:

Making Words Activity

- Pass out the letter strip to students. Have students use a crayon to color in the vowels.
Have students cut apart the letters and place them in ABC order in front of them.
Make the words: put, pet, pen, fun, run, rent, bent, bunt
If time, students can make a silly word and share.
**Can use magnetic letters for this activity to change it up. Put letters in cup/baggy ahead of time.

Application in Context:
Reading: Decodable Reader: Have students read the book providing support
and feedback while students read out loud independently. Other students track
print. After reading, have students find a new word with the short /o/ vowel
sound. Have them put their finger on the word and share with group.
Writing: (Whiteboards) Have students write a sentence for the word the word
they chose to share from the decodable reader. Provide support as needed (for
capitals and end marks) and have students share their sentence.

Quick Review:

Can you hear the difference? (Verbal game)

Say two words and have students tell you which word has the short vowel sound.
Hut, hat (which one has short u?)
Met, Mat (which one has short e sound?)
Set, sit (which word has short e sound?)