Week 6: Assignment 3

Candidate’s Name: Damien Beckinger

Grade Level: 2

Title of the lesson: “A” Vowel Sounds

Length of the lesson: 45 minutes

Central focus of the lesson is to distinguish between the different types of sounds that the A vowel can make Recognition of different sounds of “A”

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: Students know that sometimes the letter A is pronounced differently. Spanish speakers are more familiar with the short o sound that can sometimes be written as an A.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-Literacy.RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.2.3.c Decode regularly spelled two-syllable words with long vowels.

Support literacy development through language (academic language) Compare and contrast the various sounds of the letter A. Recognize and pronounce words using the correct sound for the letter A.

Learning objectives Sample: Will know the three sounds that the letter A can make. Will be able to pronounce most common words using the correct sound for the letter A.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Apply sounds in context (Students will read sentences from story outloud using correct sound for Letter A)

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Teacher will open by asking the students to give an example of the sounds that the letter A can make. Teacher will provide an example word for each sound (play, sat, car) Teacher will ask students to listen for these sounds in the Book “The Best Mariachi in the World” Teacher will ask students if they can give any examples of the different A sounds in the story. The sound will be turned off and the story will be played again. This time, each student will read a few sentences of the story out loud, taking note of the different A sounds they are reading. Teacher will repeat the three sounds when a student is struggling to determine which sound is used to pronounce the word. The lesson ends once every student has read out loud at least once and the book is finished.

Instructional resources and materials used to engage students in learning. Handouts of story and A sounds SMART Board Tumble Books “The Best Mariachi in the Worlds”

Reflection Allowing students to listen to the story first before reading out loud gives less advanced students the chance to hear the words pronounced properly. A possible change would be to pair more advanced students with less advanced students to read the story a second time. The less advanced students will have the chance to hear how the more advanced student reads the word. This change will help learning through scaffolding as students are learning from the tape, then from each other, then eventually reading on their own.