EL Support Lesson

More Vowels

Students will have fun working with partners as they identify the missing vowels in common animal CVC words. Can be used as a stand alone or support lesson for the **Animal Vowels** lesson plan.
This lesson can be used as a pre-lesson for the Animal Vowels lesson plan.
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This lesson can be used as a pre-lesson for the Animal Vowels lesson plan.
Academic

Students will be able to identify the short vowel sounds in words.

Language

Students will be able to identify and pronounce short vowel sounds using visual supports and group work.

(5 minutes)
  • Gather the class together and project the Phonics Vowel Song.
  • Review the five vowels by writing them up on the board and going over their short sounds with the students, repeating the sounds after you by saying the sounds and having the students repeat after you: "Ah, ah, apple, eh eh elephant, ih, ih, iguana, oh, oh, octopus, uh, uh, umbrella."
(5 minutes)
  • Explain that vowels are special by saying, "Vowels make two sounds, a short and long sound, and today you will be listening for the short sound in some words as you practice sounding the words out."
  • Display one of the vocabulary word cards (e.g. cat) and post it on the board. Under the card, write up the first and last letters in the word, with a missing space for the vowel, e.g., "c __ __ __ __ t." Model how to say the word, then sound out the word by saying the first letter sound c and the last sound t and thinking aloud to get the middle vowel sound a.
  • Repeat this same process with several other cards. This time, have students say the sounds with you chorally and invite them up (if able) to write in the missing vowel for each word.
(5 minutes)
  • Explain that now students will get to practice identifying the missing vowels in some more words.
  • Pair students up with a partner and pass out one set of vocabulary cards and one set of vowel cards (5 index cards with the vowels written on them) to each pair.
  • Post the entire set of words with the first and last letters written underneath using the same (first letter) __ __ __ __ (last letter) format on the board for support.
  • Encourage the pairs to discuss which vowel belongs in the middle by looking through their vowel cards and trying out each sound to find the matching sound.
(10 minutes)
  • Display the worksheet and tell the students that they will get to practice identifying the missing vowel sounds with a partner. Explain that partner A will identify the word, and partner B will identify the vowel sound. Both partners will write the letter, and then switch roles. Provide the sentence frames: "The picture is a __ __ __ __." "The vowel is __ __ __ __." for students to use in their partnerships.
  • Pass out worksheets for students to complete in their pairs.

Beginning

  • Work with a small group of students to identify additional vowels in CVC vocabulary words.
  • Have students chorally sound out words with your support, providing them with guiding questions (e.g., "What sound does the a make?" "How do you know?") and modeling how to listen for missing vowels when they say the word aloud.

Advanced

  • Invite advanced students to play a vowel hunt game with a partner. Hand out a mix of CVC words written on index cards containing short vowels and have students work with their partner to find and circle the short vowels in each word.
(3 minutes)
  • Listen as students work with partners to assess if they are able to correctly identify the missing vowel sound in the vocabulary word cards.
  • Collect work samples to check accuracy of individual student work.
(2 minutes)
  • Gather the class back together and practice listening for the vowel sounds in additional words. Invite students to give a thumbs up if a word contains a short vowel and a thumb down if it contains a long vowel sound.
  • Ask students to share a word that contains a short vowel sound as their exit ticket.

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