1st Grade Long Vowel Plan

The purpose of this lesson is to have 1st grade students decode and spell of long vowel pairs (specifically ones that end in the final -e; CVCEs).

Students are to independently spell long vowel final -e; this skill is essential for the literary success of any student.

Additionally, students will have exposure to writing on a smartbaord, and to performing school work on an iPad.

Materials needed: pencil, paper, smartboard and iPads.

The process of this lesson models the hold and release aspect of education in is composed of an introduction, demonstration, guided practice, independent practice and assessment. First, I will tell the student what they will be learning, and that is learning how to spell long vowel final -e words (introduction). Second, I will explain/demonstrate how a final -e affects the reading/spelling of a word at a smartboard (demonstration). Third, I will call upon students to practice various final -e words with me on a smartboard (guided practice). Forth, I will have student groups practice final -e words on an iPad (independent practice). Lastly, the students will complete a written assessment (spell an instructional level final -e word) to be turned in to the teacher.

Estimated time to complete: 45 min

The assessment that is assigned at the end of the lesson is informal, and not for a grade because it serves as a reference point for instruction. Education is a bell curve; some students will be ahead, but some behind. The assessment determines grouping and instructional recommendations for students.

The struggling learners and students with IEPs will be assigned work based upon their developmental level. If this group of students needs help with long vowel sounds, then their assessment will be to circle to final -e, and underline the long vowel (with an assigned word that I wrote on their paper); same type of work, but different content. Assessment determines instructional recommendations. 

The gifted students who are in the later stages of writing will be assigned words that would be on the instructional level for them (it is assumed that I already know these students reading/writing levels). During the independent and individual assessment process, I would assign elevated levels of work. The type of work is the same, but the content is different. Assessment determines instructional recommendations.

My personal 1st grade lesson plan as listed below:

Lesson Introduction

Objective: First grade students will be able to spell long vowel words that end in the final -e (it is assumed that the students know all of their letter sounds and are at-least in the alphabetic stage of writing).

Context: At a smartboard, the teacher will demonstrate how to spell long vowel words that end in the final -e while the students pay attention at their desks. After the demonstration, the teacher will lead a guided whole class activity on the smartboard in which students are called upon to practice with teacher prompts. After much guided practice, the teacher will assign group work that is to be done on an iPad. Lastly, a written assessment will be assigned that is to be done independently.

Rationale: It is imperative that first graders know how to spell long vowel words that end in the final- e;  (“know final -e and common vowel team conventions for representing long vowel sounds”; taken directly from ISBE). In regards to technology, it is important for students to utilize electronic resources (such as a smartboard and an iPad) because chalkboards, whiteboards, and books are becoming obsolete; we need to keep out students updated with current technology.

Materials: Paper, pencil, iPad and smartboard.

Lesson Outline

Part One: I will have the students sit at their desk and look at me while I am teaching at the smartboard. I will write a long vowel word on the smartboard and tell them that the final -e makes the other vowel say its name. I show/spell out several examples. -Demonstrative portion

Task Process Explanation: “In class today, we are going to learn how to sound out and spell silent e words. Everyone sit down and pay attention. If I want to spell the word made, then I would sound out each letter like this muh-A-duh. The e at the end of the word is silent, but it makes the other vowel a say its name. -More examples will follow.

Part Two: I will call upon an x number of students (one at a time) to the smartboard. I will assign him/her a word and have him/her spell it on the smartboard for his/her peers to see. If error occurs, then I will correct it each time (making it a teachable moment). -Guided practice portion         

Task Process Explanation: “Does anyone want to come up to the smartboard, and try with me? Raise your hand. Yes, Student A come up, and spell the word same.” Student A correctly spells the word same on the smartboard. “Good job, Student A. The word same contains the letters s, a, m, e because s makes the suh sound, a makes the A because of the final silent e, and m makes the muh sound.” -More examples follow.

Part Three: After much guided practice, I will release the activity to student groups. I will split the students up in predetermined groups based upon instructional levels. I will assign three final -e words for student groups to work on a single iPad with. After the group work is finished, I will give an informal assessment. The informal assessment (students will spell out an assigned final   -e word on paper, and hand it in to the teacher) will not be graded but treated as a reference point for instruction. -Independent practice and assessment portion

Task Process Explanation: “In your groups, please work together to spell the following words on an iPad (x, y and z). When your group is done, raise your hand, and I’ll walk by. If I OK your group, then walk individually back to your desks, and take out a separate of paper to write the word x on it. When you are done with your paper, turn it in on my desk. For those groups that didn’t get an OK by me, then meet me at the smartboard for additional practice.”

Modifications: Students who have trouble writing or spelling can verbally be assessed one-on-one with the teacher in which prompts will be added (if necessary). Contrastingly, the students who are distinguished will be assigned multiple words that contain blends, inflected endings, r-controls, and digraphs (in conjunction with long vowel final -e sounds) to be submitted on paper (to be used a reference point for instruction).

*This lesson plan is best used in the fall of 1st grade*

B.A in English at Northeastern Illinois University.

M.A. Elementary Education student at Northeastern Illinois University.

Currently works as a paraprofessional for Chicago Public Schools.