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Minilesson
Name: Jeanie Cozens
Grade Level: Second
Content: Communication Arts
Lesson: Two spelling patterns for long vowels
Objectives: (Written as an objective…
After….students will be able to…
)
After teacher modeling and guided practice, students will be able to identify two
spelling patterns for long vowel sounds and demonstrate by sorting words
according to the identified patterns.
GLE:
(Identify the GLE by the label as well as writing it out.)
R1C02
Develop and apply decoding strategies to “problem-solve” unknown words when
reading.
Modifications: (How will you modify the lesson in order to meet the needs of a
diverse population?)
See link below:
http://www.dese.mo.gov/divimprove/fedprog/discretionarygrants/bilingualesol/elpstandards/documents/elp7-2ndgrade.pdf
Materials/Media/Resources:
Rylant, C. (1985). The relatives came. New York, NY: Alladin Publishing.
Word cards created from the long vowel words selected from the text.
Glue sticks
Pocket chart
Large chart paper/tablet
Chart for spelling patterns
Online videos:
the silent e:
http://www.youtube.com/watch?v=7TKDcHEcE8Q
http://www.last.fm/music/Tom+Lehrer/+videos/+1-BQQO7jlG4yQ
http://www.last.fm/music/Tom+Lehrer/+videos/+1-EVC9TayQIh8
two vowels side by side:
http://pbskids.org/lions/videos/twovowels.html
Anticipatory Set:
Look at the pocket chart we used yesterday. Can anyone tell me what we
were discussing? Yes, we were listening for long vowel sounds. Say the long
vowel sound for a (pause), e, i, o, and u.
The words in each column have the same vowel sounds but they are not all
spelled the same way. Today we are going to talk about two of the ways long
vowel sounds can be spelled.
Instructional Input:
Today we will be looking at two ways to spell long vowel sounds. The first is VCe.
Here you will see a VC and silent e at the end. With this pattern the first vowel is
long and the e at the end is silent. On my chart I am going to write the pattern
along with a description.
Add VCe with the pattern/rule.
Another spelling pattern for the long vowel sound is VV. In this pattern when two
vowels are side by side the first one is usually long and the second one is silent.
On my chart I am going to write the pattern along with a description.
Add VV with the pattern/rule.
Today we are going to use these two patterns to decode some of the words from
our book.
Modeling/Demonstrating: (How will you model for your students what an
expert reader would do?)
As I look at the words with the long a sound-bake, hair -I notice that ‘bake’
(select the word but do not say it) uses the VCe pattern. When I sound out
the word using this pattern the first vowel will be long and the e at the end
will be silent; it will sound like, /b/ /ā/ /k/. I am going to add them under the
VCe label on the chart.
Add the words in the chart.
As I look at the words with the long ‘a’ vowel sound I also notice that ‘hair’
(select the word card but do not say the word) uses the VV pattern. When I
sound out the word using this pattern the first vowel will be long and the
second vowel will be silent; it will sound like, /h/ / ā / /r/. I am going to add
this word to the chart.
Add the word in the chart.
Have the following chart created on a tablet. Add the pattern and rule as students watch.
VCe
VV
If there is a vowel,
consonant, and silent e,
the vowel is usually long
When two vowels go
walking the first one does
the talking
bake
hair
Guided Practice: (How will you have students work with you to accomplish
a task?)
Now let’s look at the words placed in the ‘e’ column. Do you see any words
that use the VCe pattern to spell the long vowel sound? Can you come and
select a word where you see this pattern? That’s right, the word ‘here’
(identify the word but do not pronounce it) uses this pattern. How will it
sound when we sound it out? What do I do now?
Let’s look at the next pattern. Do any of these words use VV to spell the
long vowel sound? Yes, the word teach uses the ea spelling for the long e
sound so I will add this to my chart. Are there any other words? Yes, the
word teach has ‘ea’ that spells the long vowel sound so this word will be
added to the chart under the VV as.
VCe
Two vowels
If there is a vowel,
consonant, and silent e, the
vowel is usually long
When two vowels are
together, the first one
usually says its name and
the second one is silent
bake
hair
here
teach
Now let’s look at the words with the long i sound. With your partner see if
you can decide where to add these words.
Once students have had time to sort the words, have them come to the chart and
add them in the correct column.
Continue with the remaining words from the previous day until all the words have
been added to the new chart.
Checking for Understanding: (How will you know students are ready to
continue independently?)
I will watch closely as students sort the words with their partners and identify the patterns
used to spell the long vowel sound. They should be able to identify the spelling patterns
within the words and use the pattern to decode the word. I should be able to actually hear
the students using the pattern to sound out the word.
Independent Practice: (What will students be expected to do independently of you
either as an individual or in a small group?)
You seem to be able to sort the words into different groups according to
the spelling pattern really well. Look at the chart that is on your desks. Now
I would like for you and your partner to look at the colored word cards at
your desk. Each set of colored word cards contains words with the same long
vowel sound. Sort the words with the same long vowel sound by spelling
patterns. Identify the patterns you see. If you see patterns that follow the
VCe spelling pattern write them under that rule. If you see patterns that
follow the two vowels together rule, add them in that column.
Closure:
Today we continued talking about long vowel sounds. Yesterday we worked on
sorting words by the long vowel sound we heard. Today we analyzed the
words looking for spelling patterns that are used to represent those sounds.
As you read in your books you will be able to use these rules to decode other
words that might be difficult for you.
Evaluation/Assessment: (How will you know the students have met the
objective?)
Students’ charts will be reviewed and graded to see if they could identify the spelling
patterns VCe and VV. Students will also be asked to read the words using the rule.
Rubric
Criteria
Identify long a
words spelled with
VCe and added
them to the chart.
Identify long a
words spelled with
VV and added
them to the chart
Identify long e
words spelled with
VCe and added
them to the chart.
Identify long e
words spelled with
VV and added
them to the chart
Identify long I
words spelled with
VCe and added
them to the chart.
Identify long i
words spelled with
VV and added
them to the chart
Identify long o
words spelled with
VCe and added
them to the chart.
Identify long o
words spelled with
VV and added
them to the chart
Identify long u
words spelled with
VCe and added
them to the chart.
Identify long u
words spelled with
VV and added
them to the chart
1
Identified few
words and added
to the chart
2
Identified some
words and added
to the chart
3
Identified most
words and added
to the chart
4
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
Identified few
words and added
to the chart
Identified some
words and added
to the chart
Identified most
words and added
to the chart
Identified all
words and added
to the chart
came
wait
eat
load
stay
dream
peach
shine
ate
week
road
quite
wave
year
drove
nice
grape
real
home
while
those
mile
face
VCe
Two vowels
If there is a vowel,
consonant, and silent e, the
vowel is usually long
When two vowels are
together, the first one
usually says its name and
the second one is silent