Common Core Connection
In this lesson we focus on short a, a_e (VCe), and ar-controlled. RF.1.2c states that students should isolate and produce initial, medial vowel, and final sounds in spoken single syllable words. This is done with the word sort when the students decide where the sound is in the word and place it on the chart. RF.1.2d states that students should segment single syllable words into their complete sequence of individual sounds. Students do this when they read the poems.
This lesson allows for the students to collaborate in heterogeneous groups of two or three and work toward spelling and reading words (peanut butter jelly partner). First they participate in guided practice, then they work to identify words with ar, and last they generate sentences with the words. Sorting and creating are two activities that require higher order thinking skills. These activities help my students get a deeper understanding of the concept.
Another really helpful management strategy I use is transitions. Check out my video that shows how we move around the class throughout the lesson (transitions).
I show the class a short clip about ar. I teach them the song and we do it several times. Learning should be fun, action packed, and exciting. This song makes the lesson more upbeat.
Students are given a word from a word sort: short vowel vs. VCe vs. r-controlled vowel- word. I got this resource from a professor at Middle Tennessee State University because I was teaching a class, and we did not have access to the Making Words Words Sorts. So, each student comes up and sorts their word correctly by sound and vowel pattern (guided practice sorting). I try to throw in an odd ball word to challenge the students. Students use thumbs up or down to agree or disagree. Each child has to read the work of the previous students and add to their work as they place their card in the chart. This is how I try to teach my class to build on the ideas of others. I also recognize that repetition builds memory.
Last, we use one of the words in the poem to write a sentence that summarizes one of the poems. We vote to see which poem we will summarize.
Students move to the center tables and begin to read the two poems: poems with ar. I chose Arctic Foxes and Polar Bear. They highlight the words that have the ar sound. Then students work in pairs to write a sentence summarizing one of the poems. You may enjoy the video of the students working: ar partner work. This is one sample of the student work.
I have to make an extension because I know some groups will finish early. So, I have extra copies of the word sort for students to practice reading and sorting. Then they can write the words if they choose to and have enough time.
I like to allow the students to practice their speaking and listening skills near the end of each lesson. Each child presents their work at the same time. The students formed two rows. They face each other. Row one read to row two. Then they trade. This engages every student at the same time. It also creates an atmosphere where every child can be successful in trying to speak without the whole class staring at them. I made a video of this section in action if you want to see us you can click on this link: ar student reflection.
I ask each student to write one word they know that has ar in it on a sticky note and place it on the Tweet Board. This is the formative assessment I use to see who needs more work on the skill.
I ask the class the echo, tell a friend, and repeat with me. I say, "I can read, write, and spell words with ar." I explain to the class that this will speed up their reading fluency and allow them to concentrate more on what is happening in stories when they read. I also explain that we will continue to use a variety of strategies to improve our phonics skills.