EL Support Lesson

Old MacDonald and His Vowels

Use this fun remake of the classic song, "Old MacDonald Had a Farm" to teach your students all about long vowel sounds! Can be used as a stand alone or support lesson for the **Say My Name** lesson plan.
This lesson can be used as a pre-lesson for the Say My Name lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Say My Name lesson plan.

Students will be able to identify the sounds that long vowels make.


Students will be able to identify long vowel sounds in words using visual supports.

(5 minutes)

Prior to the start of the lesson write up the five vowels (A/E/I/O/U) on the board or chart paper with blank columns underneath each one.

  • Gather the class together and explain that today you will be learning about long vowels.
  • Project and play the Old MacDonald Had Some Vowels clip to the class.
(5 minutes)
  • Ask the students what they noticed about the song. Have them share aloud using the sentence starter, "I noticed __ __ __ __."
  • Explain that each vowel makes two sounds, the short vowel sound and the long vowel sound. Say, "One way to remember the long vowel sound is that each long vowel says it name. A says /ay/, E says /ee/, I says, /i/, O says /o/, and U says, /u/."
  • Display the vocabulary cards and place them under the vowel chart you created prior to the lesson.
  • Point to each card, saying the word aloud and then having students repeat it after you.
(5 minutes)
  • Ask students to think about other words that also have long vowels in them.
  • Tell students to turn and talk to share ideas for each of the five vowels, provide prompts as needed and have students refer back to the vocabulary words as support.
  • Have student pairs share out their words and write them (along with images if you can draw them) underneath each matching long vowel.
(15 minutes)
  • Read the new word lists aloud (using the words from the prior section) and say, ""Do long vowels have to be at the beginning of a word?""
  • Have students repeat words aloud with you (unicorn, apron, easel, etc.) and model how to clap the syllables in each word. Ask students to identify where the long vowel sound is (beginning vs middle) referring to the sequence of movement as they clap to support their understanding.
  • Pass out the Circle the Long Vowel worksheet and have students complete it independently.


  • Group students together who need additional practice.
  • Gather pictures or objects that have long and short vowels and practice sorting into matching sounds.
  • Ask students to use long vowel words in spoken sentences by providing them with sentence starters.


  • Have students compete the Long Vowel Review worksheet.
  • Ask students to trade their worksheet with a partner (to check for accuracty)and share additional long vowel words.
(5 minutes)
  • As students are sharing with a partner (during the sentence level focus) listen to assess if they are able to identify long vowel words.
  • Collect student work samples and assess if students are able to circle the corresponding long vowel.
(5 minutes)
  • Review long vowel words and ask students to practice using one of the long vowel words on the classroom list in a sentence.
  • Play a quick game where you say a short vowel word and a long vowel word and have students give a thumbs up if the word contains a long vowel and a thumbs down if it contains a short vowel.

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