ALEX Lesson Plan

     

Explicit Phonics Lesson for -ew and -oo

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  This lesson provided by:  
Author:Jenny Bradford
System: Muscle Shoals City
School: Webster Elementary School
  General Lesson Information  
Lesson Plan ID: 5590

Title:

Explicit Phonics Lesson for -ew and -oo

Overview/Annotation:

This lesson covers phonemic awareness, decoding, blending, spelling patterns, and dictation. It can be used as an introduction or a follow up lesson.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 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]

English Language Arts
ELA2015 (2015)
Grade: 1
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]

a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]

b. Decode regularly spelled one-syllable words. [RF.1.3b]

c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]

e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]

f. Read words with inflectional endings. [RF.1.3f]

g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]

English Language Arts
ELA2015 (2015)
Grade: 1
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.40- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELA.AAS.1.40a- Use picture word cards to sort words into categories (e.g., colors, clothing).
ELA.AAS.1.40b- Sort familiar words into like groups (e.g., duck, swan, and bluebird are all birds; triangle, square, and circle are all shapes).
ELA.AAS.1.40c - Identify real life connections between words and their use (e.g., note places at home that are cozy).


English Language Arts
ELA2015 (2015)
Grade: 1
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to identify letters and sounds associated with /oo/. Students will be able to decode words with the sound /oo/. Students will be able to spell words with the spelling patterns -ew and -oo. Students will be able to blend letters together when dictated to form words with /oo/ sound.

Additional Learning Objective(s):

Students will be able to read literature containing words with the /oo/ sound.

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Chart with -ew and -oo words, index cards with -ew and -oo words, highlight tape, chart paper with story/marker, white boards and markers, reading material with -oo and -ew words

Technology Resources Needed:

 

Background/Preparation:

Students should have a basic knowledge of consonant and vowel sounds in order to blend and decode words.

  Procedures/Activities: 

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  Assessment  

Assessment Strategies

Students may be given sentences to complete using -ew and -oo. Students may be asked to read a selection to the teacher that contains -ew and -oo words.

Acceleration:

Students may write a story using words with -oo and -ew words.

Intervention:

Students may need to hear more words with /oo/ sound. Teacher says a series of words. If the student hears a word with /oo/ sound he/she should say "moo". Give students additional opportunities to blend words with /oo/ sound.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.