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Say My Name
Students will be able to identify the sounds that long vowels make.
- Call students together.
- Read I Like Me by Nancy Carlson.
- While reading, have students point out the words "I" and "A" when they appear in the book. Have students say these letter names out loud. Make sure to congratulate students on either learning or remembering two sight words!
Explicit Instruction/Teacher modeling(5 minutes)
- After reading the story, ask students if they remember what vowels are (If necessary, guide students to the fact that A, E, I, O, and U are vowels).
- Ask students to recall any sounds that these letters make. Students may recall the short vowel sounds and even that A and I alone can say their name.
- Remind students that the letter A and I said their own names when alone in the story and ask students to vote if they think that other vowels could also say their own names.
- Explain to students that vowels don’t always have to be all by themselves to say their own names, and that when a vowel says its own name, it is called a long vowel.
Guided Practice(5 minutes)
- Show students the long vowel sound word cards. Have students say the object on the card and point out to students how they can hear a name of a vowel in the word.
- Tell students that today they will be finding their own long vowel sounds.
- Pass out five pieces of paper stapled together have students write the lowercase letters "a," "e," "i," "o," and "u" on each page (one letter per page).
- Instruct students that they will be finding items in magazines that have that long vowel sound in them or drawing pictures of things with long vowel sounds in them on each page.
- As a group, decide on something to draw on several of the pages to get started (e.g., a cake on the “a” page).
- Before sending students off to work on their own, ask if they have any questions and remind students of any rules that apply during independent work times (i.e., not yelling, no running, etc.).
Independent working time(20 minutes)
- While students are working, any adults in the room should be circulating, answering questions, and ensuring that students are on the right track.
- Playing quiet music in the background can help to set a good working mood and keep conversations to a minimum.
- Setting up multiple stations spread out around the room with magazines, glue/tape, and markers/crayons can help students access supplies without needing to convene in one area.
- For students needing a greater challenge, encourage learning sight words that involve long vowel sounds and include these words in the long vowel books that they make in this activity.
- Working with a partner can help to scaffold this activity.
- Having pre-cut pictures that students can sort through can allow students to focus more on locating the specific long vowel sounds in words.
- Adults can take anecdotal notes about students’ contributions to the group discussions and their thought processes when deciding what items to include in their long vowel books. These notes can be used to determine students’ interest/enthusiasm levels as well as students’ letter knowledge.
- Student accuracy in identifying long vowel sounds and which words include them in their long vowel books can be used to determine the success of this lesson.
Review and closing(10 minutes)
- Call students back together.
- Offer students the chance to share their long vowel sound books.
- Ask students to share about their experiences. What did they find difficult? What long vowel sounds were easy to identify?
- Encourage students to add to their books and leave students’ books in an area of the classroom where they can continue to read, access and add to them!