UDL
Lesson Plan Framework
Title:
Author: Megan Baker
Subject: Language Arts-Phonics
Grade
Level: 2nd Grade
State
Standard(s): {CCSS.ELA-LITERACY.RF.2.3.a} Know and apply grade level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Lesson
Goals:The students will learn how to recognize and remember the sounds of both short vowels and long vowels. Students will be able to produce the sounds of both short and long vowels in isolation.
Lesson Materials: SMARTboard, YouTube link, short and long vowel sound charts, "Oh, Do You Know?" Read and Sing book
Lesson Materials: SMARTboard, YouTube link, short and long vowel sound charts, "Oh, Do You Know?" Read and Sing book
Instructional
Methods
Anticipatory
Set
- The lesson will begin by assessing students prior knowledge and review the vowels a, e, i, o, and u.
- Next the teacher will explain to the students that sometimes vowels can have different sounds in different words.
- Display the short and long vowel word charts.
- The teacher will tell the students that sometimes vowels appear in words and are very easy to hear. The vowels that sound like their name are called long vowels.
- The teacher will ask can you tell me what vowel you hear in the word use (u), in the word eat (e), in the word ape (a), in the word ice (i), in the word oak (o)?
- The vowels can also make a short sound. That is not so easy to hear.
- Can you say just the beginning of the word alligator? (/ă/), the beginning of the word eggs? (/ĕ/), the beginning of the word iguana? (/ĭ/), the beginning of the word octopus? (/ŏ/), the beginning of the word umbrella?
- The teacher will then play the "Long and Short Vowel Song" on the SMARTboard
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
2.1 Define vocabulary and symbols
During the set, I will introduce what a long vowel is and what a short vowel is. |
5.1 Allow choices of media for communication
The teacher will use the YouTube video in order to reiterate to student the differences in words with long and short vowel sounds. |
9.1 Guide personal goal-setting and expectations
Students will be told that they will have to have their listening ears on so they will know that they will have to focus very hard to retain information that is being presented. |
Introduce
and Model New Knowledge
- The students will be in whole group on the carpet.
- Tell the students to put their listening ears on because they will need to hear extra well in order to do the activity.
- Point to the long vowel chart and say, "We can draw a long line over the vowel if we want to show that it has a long sound. Ask the students to draw this symbol in the air."
- Point to the symbols on the short vowel chart and say, "We can draw a short smile over the vowel to show that it has a short sound." Ask the students to draw this symbol in the air."
- Introduce the Read-and-Sing Book, Oh, Do You Know? by: Myrna Gifford
- When children sing, "Oh, do you know the short a sound?", they can point to cats, apples, ants, an ax, a hat, and a basket.
- When children sing, "Oh, do you know the long a sound?", they can point to ape, May, maple, and radio.
- The teacher will then ask the students to give examples of short and long vowels that are not mentioned in the story. (i.e. Student's names)
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
The students will be able to look at the pictures of the text while it is being read and hear the song as well.
|
6.4 Enhance capacity for monitoring progress
The teacher will ask for students to give examples of long and short sounds that are not mentioned in the book. |
7.1 Increase individual choice and autonomy
Students will have the opportunity to provide their own examples of vowel words. |
Guided
Practice
- The teacher will have the students pair up with another student. (These should already be picked out.)
- Each pair will be given pictures of words with vowel sounds.
- Taking turns the students will show their partner the picture and the partner will then say if the vowel sound is a long sound or a short sound.
- The teacher will monitor students and listen/check if they are getting the answers correct.
- Then the group will come back together as a whole and discuss the correct answers to make sure that students are not getting confused.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.1 Provide or activate background knowledge
The teacher will assess prior knowledge through monitoring of her students during small and whole group instruction. |
5.3 Provide ways to scaffold practice and performance
The students will work with their partner to decide which type of vowel sound the picture is portraying. |
8.3 Foster collaboration and communication
Students will be working with a partner so they will have to discuss in order to come up with the correct answers. |
Independent
Practice
- After the guided practice activity the teacher will give the students the "Raking up LONG Vowel Sounds" worksheet.
- The students will use an orange crayon to color the leaf that shows a long vowel sound.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.4 Support memory and transfer
Students will use their memory from previous activities in order to show what they have learned through this worksheet. |
5.2 Provide appropriate tools for composition and problem solving
Students will be given the worksheet and a crayon in order to display what they have learned thus far. |
9.3 Develop self-assessment and reflection
The students will be working by themselves and will have to decide if they are getting the answers correct. They will be able to reflect on what they have learned about vowel sounds. |
Wrap-up
- The students will come back whole group and will sing the "Oh, Do You Know.." song.
- The students can practice pointing to the pictures of the correct items with the short/long vowel sound.
- Practice this with the students on a other occasions so that they will have it locked down. (It is also just a fun activity that can also be used as a Brain Break!)
- The teacher can also use the SMARTboard to have a drag and drop activity where student can drag pictures in to the short or long category.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
2.2 Clarify syntax and structure
After the song finishes the teacher will go over what it means for a vowel to be short or long. |
4.2 Provide varied ways to interact with materials
Students will be able to dance, point, and sing to remember the differences in words with short and long vowel sounds. |
8.1 Heighten salience of goals and objectives
The teacher will reiterate the differences in the sounds of long and short vowels. The students will have done many activities thus far and should be able to recognize the differences in them. |
Assessment
Formative
(Informal - written)
- Students will pass a written test where they match pairs of short vowel pictures and long vowel words.
- For students that have a little difficulty reading these words, the teacher should supply a different form of this test that also has pictures added.
- The teacher will grade the worksheet based on how many the students got correct.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
|
The students could be given the same assessment with pictures added to it.
|
6.1 Guide effective goal setting
Students will have done multiple activities regarding this type of assessment. They should have no trouble completing this assignment. |
7.2 Enhance relevance, value, and authenticity
The students will turn in their assessment. The teacher will grade the assessment and will return item to students. They will then get to see what they did wrong and given a strategy to help them fix their mistakes. |
Oh Do You Know Read-and-sing book
Crayons
Pencils
Cards with vowel sound words
Chart displaying long vowel words and pictures (ex. ape, eagle, ice cream, ocean, unicorn)
Chart displaying short vowel symbols, words and pictures (ex. alligator, eggs, iguana, octopus, umbrella)
Brain Network
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UDL Principle
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Recognition Networks
“What”
 |
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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Strategic
Networks
“How”
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Affective Networks
“Why”
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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