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Students will be able to identify words with long vowel sounds.
- Call students together.
- Make sure that students can see either a computer screen or a projected version of a computer screen.
- Explain to students that they are going to see four pictures with written words on them on the screen. The computer is going to tell students what picture/word they should be looking for. Students should call out either "one," "two," "three," or "four" to indicate which picture you should click on. (Make sure to indicate which of the game puddles is "one," "two," "three," and "four" so that students are clear.)
- As a group, play the Long Vowel Word Hop game one or two times.
Explicit Instruction/Teacher modeling(5 minutes)
- After finishing the lesson, explain to students that every word they just chose had a long vowel sound. A long vowel sound is one that says its own name (A, E, I, O, or U).
- Have students list as many of the words they hopped on in the game as they can remember.
- Ask students to think if they can think of any other words that have a long vowel in them. If students are stuck, suggest items around the room to get their thought processes going.
Guided Practice(10 minutes)
- Hand each student two pieces of paper.
- Have students draw a long-vowel-sound word on one page and a short-vowel-sound word on the other. Encourage students to really work hard to make these pictures clear. Have adults help label the pictures.
- When students are done, have them share their pictures with the group. Then, randomly spread the pictures in a trail all around the room.
- Explain to students that they will now be like Cuz-Cuz. They will hop from one long-vowel-sound word to the next as they navigate around the room. They will need to hop over the short-vowel-sound words.
Independent working time(10 minutes)
- While students are hopping, have adults monitoring their accuracy and ensuring safety. Depending on the size of the group, it may be necessary to limit the amount of students hopping at any time.
- For students needing a greater challenge, create a more hopscotch-style course where they will need to make decisions about multiple words at the same time.
- Working with a partner can help to scaffold this activity.
- For students with physical limitations, placing counters or other objects to demonstrate the appropriate path can be a substitute for the physical aspect.
- Adults should take anecdotal notes about student contributions during group discussions to gauge interest level and knowledge.
- Student accuracy in identifying long vowel sound words during the hop can be used to determine whether the lesson’s objective has been met.
Review and closing(5 minutes)
- Call students back together.
- Ask students to share about their experiences. What long-vowel-sound words do they remember? What did they like and not like about this activity?
- End the lesson by having student hop up and down five times as they say five long-vowel-sound words.