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  This lesson provided by:  
Author:Debbie Windsor
System: Muscle Shoals City
School: Highland Park Elementary School

  General Lesson Information  
Lesson Plan ID: 10533

Title:

Phonics Lesson: The ir, er, and ur Girls

Overview/Annotation:

This phonics lesson will introduce the ir, er, and ur girls, but will focus on the /er/ sound. Students will learn that when found together the letters e and r make the /er/ sound instead of two separate sounds. Students will have the opportunity to make words with "er" on a dry erase board (or AlphaSmart) and will reinforce the lesson on the Internet.


 Associated Standards and Objectives 
Content Standard(s):
TC2 (K-2)
1. Identify basic parts of various technology systems.
  • Naming input and output devices
  • Examples: input—keyboard, stylus
    output—printer
     
    TC2 (K-2)
    2. Identify applications and operations of various technology systems.
    Examples: applications—word processing, multimedia presentation software
    operations—opening, closing, and saving files
  • Using accurate terminology related to technology
  • Example: "press," not "hit," keys
  • Using input devices to enter letters, numbers, and symbols
  • Using special functions of input devices
  • Example: keyboard shortcuts
  • Labeling storage media
  • Removing storage media safely
  •  
    TC2 (K-2)
    3. Demonstrate correct posture and finger placement while using a technology system.
     
    TC2 (K-2)
    4. Identify safe use of technology systems and applications.
    Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
     
    TC2 (K-2)
    5. Practice responsible use of technology systems and applications.
    Example: maintaining proper settings
  • Demonstrating care of digital equipment and media
  • Examples: washing hands before use, cleaning work area before and after use
  • Distinguishing between ethical and unethical use of others' work
  • Examples: avoiding plagiarism, avoiding manipulation of others' work without permission
     
    ELA2015 (1)
    21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2]
    a. Distinguish long from short vowel sounds in spoken single-syllable words. [RF.1.2a]
    b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [RF.1.2b]
    c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [RF.1.2c]
    d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [RF.1.2d]
     

    Local/National Standards:

     

    Primary Learning Objective(s):

    Students will recognize and read words with "er." Students will segment, spell, and write words with "er."

    Additional Learning Objective(s):

     

     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:

    Three dolls labeled ir, er, and ur
    ir, er, ur chart (1 poster listing several ir, ur, er words)
    Dry erase boards, markers and erasers(one for each student and teacher)
    Any available decodable text using "er"

    Technology Resources Needed:

    Computer with Internet access, AlphaSmart (optional)

    Background/Preparation:

    The teacher may purchase 3 baby dolls for $1 each at the dollar store or possibly parents can donate dolls. Make little nametags and pin them on each doll. (ir, er, ur)
    Locate any available text that children can decode which uses "er" in the text.


      Procedures/Activities: 
     
    1.)Phonemic Awareness Warm-Up:
    Tell students the following story:
    This is a story about a mama who was so thrilled that she was going to have a baby. She like the name /er/ and planned to name her baby this name. But, much to her surprise, she didn't have one baby, she had three babies! She didn't like any other name but /er/, so she called them all /er/, but spelled them ir, ur, and er.
    Introduce the dolls.

    2.)Explain to students that they will be learning about "er" today.
    Blending and Spelling Words:
    Explain that when er comes at the end of a word it should sound like a plain r /er/. Demonstrate by writing on the board: better, darker, over, thunder, and her.
    Ask students to think of other words they might use?
    (other, slower, faster, wetter, louder, softer, etc. Point out that the words all have er at the end. Demonstrate that there are words that have er in the middle. (Examples: fern and germ) Have students add to the list.

    3.)Connected Writing Activity 1:
    Direct students to take out their dry erase boards (or ALphaSmarts), markers, and erasers.
    Dictate a word with the /er/ sound. Allow students time to sound the word out and write it on their boards. Have students display their written word so it may be checked for accuracy.

    4.)Connected Writing Activity 2:
    Next have students list words that have er in them. The teacher should write this list on the board so all students can see it. Then have students write a sentence using some of the listed words. Students should circle the /er/ words in the sentence. Students should write their sentences on their boards. The teacher should remind students to check for capital letter and end mark. Students will display their completed sentence, and the teacher should check for accuracy.

    5.)Reading:
    Allow students to read a decodable text that uses many er words. Have students make a list of all the er words they find in the text.

    6.)Internet Practice:
    Once students understand the concept of er words, have them practice what they learned by completing the r-controlled game on the Internet.
    Students must chose the r-controlled game once they enter this site.
    (i know that .com)
    Students will play different games using r - controlled words. These games will reinforce the information learned during the lesson.


      Assessment  

    Assessment Strategies

    The teacher should observe students' responses and check for application when students write the sounds correctly on their dry erase boards (or AlphaSmarts).


    Acceleration:

    Students can go on a word hunt in the classroom. Students will try to locate as many words as possible that use "er." Students can look any where in the classroom. They can use text, labels, etc.

    Intervention:

    Repeat above activity using a lower level text or predictable chart.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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