- First Grade
- 45 minutes
- Standards: RF.1.2.A
Short vowels can be found just about anywhere. One great place to look is inside your own classroom. In this lesson, students will enjoy going through the class list to sort the names of their peers based on short vowel sounds.
Students will be able to identify different short vowel sounds within names.
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.
- 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.
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.