Lesson Plan:

Short Vowel Name Sort

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Grade
Standards
July 28, 2015
by Jen Kessel

Learning Objectives

Students will be able to identify different short vowel sounds within names.

Lesson

Introduction (5 minutes)

  • Place the vowel flash cards (A, E, I, O, U) into the top row of the pocket chart.
  • Review the sounds of short vowels (ă, ĕ, ĭ, ŏ, ŭ).
  • Tell students that they're going to use their own names to practice sorting short vowel sounds.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Display the Name Sort sheet.
  • Have students use their names as examples for identifying short vowel sounds.
  • Ask: What short vowel sound(s) do you hear in your names? Do you see those sounds on the sheet?

Guided Practice/Interactive Modeling (10 minutes)

  • Distribute the index cards with students' names written on them.
  • Call on students to place their own first and last names under the correct vowels in the pocket chart according to the short vowel sounds they hear.
  • If a student has more than one short vowel sound in a name, have him use the first one.

Independent Working Time (15 minutes)

  • Hand out the copies of the class list and Name Sort sheet.
  • Tell the class that they'll be repeating the pocket chart activity, but with the Name Sort sheet.
  • Have them refer to the class list to write students' first and last names in the correct columns.
  • Remind them to sort based on the first short vowel sound they hear in each name.

Extend

Differentiation

  • Enrichment: Hand advanced students a class list from a different class. They will not be as familiar with the names. Students who show a high degree of understanding may complete portions of this activity with both short and long (ā, ē, ī, ō, ū) vowels.
  • Support: Ask struggling students to work with just first names. The names will be easier to sort.

Review

Assessment (5 minutes)

  • During work time, circulate the room to check for understanding.
  • After students are finished, collect the worksheets. Review them later for further assessment.

Review and Closing (5 minutes)

  • Have students share what short vowel sound(s) they hear in their names and what column(s) they placed their name in.

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