Phase+2+Creating+Objectives+and+Assessment+Materials

(a, e, i, o, u) || A. (i) To develop the memory and attention abilities for thinking about sequences of sounds and the language for discussing them. || A (i) Students will imitate and repeat ten sounds of short vowels, with 100% accuracy from the help of the teacher and recorded audio on the PowerPoint.
 * Outcome || Lesson goals || Objectives || Assessments ||
 * A.(i) Listening to sequences of sounds of short vowels


 * [|Details]
 * [[file:edtc670portifolio/short vowels (2).pptx|Download]]
 * 3 MB

(ii)Students will identify the short vowels "a e i o u " with 100% accuracy, within ten minutes of the literacy center rotation and complete printed work sheets activities.

 || A. (i)Show the short vowel a, e, i, o and u flashcards while saying the letter name and letter sound and have the students repeat example Teacher: “ A, /a/ /a/ /a/ ” Students: “ A, /a/ /a/ /a/ <span style="font-family: Georgia,serif; font-size: 16px;">”
 * [|Details]
 * [[file:edtc670portifolio/Rhyming Poems.pptx|Download]]
 * 700 KB

<span style="font-family: Georgia,serif; font-size: 16px;">Teacher: <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">“E,/e/ /e/ /e/ <span style="font-family: Georgia,serif; font-size: 16px;">” Students: “ <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">E, /e/ /e/ /e/ <span style="font-family: Georgia,serif; font-size: 16px;">”

<span style="font-family: Georgia,serif; font-size: 16px;">Teacher: “ <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">I, /i/ /i/ /i/ <span style="font-family: Georgia,serif; font-size: 16px;">” Students: “ <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">I, /i/ /i/ /i/ <span style="font-family: Georgia,serif; font-size: 16px;">”

<span style="font-family: Georgia,serif; font-size: 16px;">Teacher: “ <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">O, /o/ /o/ /o/ <span style="font-family: Georgia,serif; font-size: 16px;">” Students: “ <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">O, /o/ /o/ /o/ <span style="font-family: Georgia,serif; font-size: 16px;">”

<span style="font-family: Georgia,serif; font-size: 16px;">Teacher: “ <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">U, /u/ /u/ /u/ <span style="font-family: Georgia,serif; font-size: 16px;">” Students: “ <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">U, /u/ /u//u <span style="font-family: Georgia,serif; font-size: 16px;">/” ||

<span style="font-family: Georgia,serif; font-size: 16px;">(ii)Practice words that rhyme. || ||
 * <span style="font-family: Georgia,serif; font-size: 16px;">Outcome || <span style="font-family: Georgia,serif; font-size: 16px;">Lesson goals || <span style="font-family: Georgia,serif; font-size: 16px;">Objectives || <span style="font-family: Georgia,serif; font-size: 16px;">Assessments ||
 * <span style="font-family: Georgia,serif; font-size: 16px;">B. (i)Awareness of syllables: Clapping to their names and rhyming words. || <span style="font-family: Georgia,serif; font-size: 16px;">B.(i) To introduce the children to the nature of syllables by leading them to clap and count the syllables in their own names and some simple words.
 * Rhyming Goodbye Poem ||  || <span style="font-family: Georgia,serif; font-size: 17px;">B. (i) Students will pronounce the first name of one of the children in the classroom syllable by syllable while clapping it with 10% accuracy.

<span style="font-family: Georgia,serif; font-size: 17px;">(ii)Students will answer to questions from the teacher such as, "How many syllables did you hear?" when provided with teacher’s examples.

<span style="font-family: Georgia,serif; font-size: 17px;">(iii) Students will perform to some rhythmic chants from some recorded poems on a flip chart, such as "Bippity, Bippity Bumble Bee," “Bitsy Bitsy Spider,” 'Humpty Dumpty " with no mistakes. || <span style="font-family: Georgia,serif; font-size: 16px;">B.(i)Work on rhyming work sheets: clap the rhyming words.

<span style="font-family: Georgia,serif; font-size: 16px;">(ii) Match image and word. <span style="font-family: Georgia,serif; font-size: 16px;">-color rhyming pictures. <span style="font-family: Georgia,serif; font-size: 16px;">-circle rhyming pictures and words from the poems. <span style="font-family: Georgia,serif; font-size: 16px;">-connecting rhyming words with a line. ||

<span style="font-family: Georgia,serif; font-size: 17px;">(ii)Students will read and sound ten words by sight with 100% accuracy. || <span style="font-family: Georgia,serif; font-size: 16px;">C. (i) Students to read phonics on flash cards to the teacher and listen to video tutorials for kindergarten level answer two questions in full. These videos will teach them beginning consonant sounds, short vowels ‘a’ and ‘e’.
 * <span style="font-family: Georgia,serif; font-size: 16px;">Outcome || <span style="font-family: Georgia,serif; font-size: 16px;">Lesson Goals |||| <span style="font-family: Georgia,serif; font-size: 16px;">Objectives || <span style="font-family: Georgia,serif; font-size: 16px;">Assessments ||
 * <span style="font-family: Georgia,serif; font-size: 16px;">C.(i)Finding things: Initial phonemes |||| <span style="font-family: Georgia,serif; font-size: 16px;">C. (i) To extend children's awareness of initial phonemes by asking them to compare, contrast, and eventually identify the initial sounds of a variety of words. || <span style="font-family: Georgia,serif; font-size: 17px;">C. (i) Students will respond to at least two questions from the stories which are phonic- based with the aid of recorded audio/sounds on their Augmentative and Alternative Communication (AAC) “talkers”.

<span style="font-family: Georgia,serif; font-size: 16px;">(ii) The students read short vowel word families and by blending sounds to read simple words and sentences using their "talkers" ||
 * <span style="font-family: Georgia,serif; font-size: 16px;">Outcome || <span style="font-family: Georgia,serif; font-size: 16px;">Lesson Goals || <span style="font-family: Georgia,serif; font-size: 16px;">Learning Objectives || <span style="font-family: Georgia,serif; font-size: 16px;">Assessment ||
 * <span style="font-family: Georgia,serif; font-size: 16px;">D) Rhyming and Alliteration (one lesson, 20-30 minutes) || <span style="font-family: Georgia,serif; font-size: 16px;">D. (i) Students to recognize how to read and understand a variety of words that rhyme.

<span style="font-family: Georgia,serif; font-size: 16px;">(ii) Given a spoken word, produce another word that rhymes with the given word.

<span style="font-family: Georgia,serif; font-size: 16px;">(iii) Given a spoken word, produce another word that begins with the same sound as the given word. || <span style="font-family: Georgia,serif; font-size: 17px;">D. (i) Students will identify rhyming words without the aid of the teacher with 10% accuracy. <span style="font-family: Georgia,serif; font-size: 17px;">(ii) Students will read rhyming words with the aid of the Augmentative and Alternative Communication (AAC)“talkers” within ten minutes group centers' rotations.(iii) When given some examples, students will search for a word that begins with a given beginning sound in the classroom within ten minutes of literacy center rotation. || <span style="font-family: Georgia,serif; font-size: 17px;">D. (i) Fill up the table with words that rhyme with the four body parts. <span style="font-family: Georgia,serif; font-size: 17px;">(ii) Reading the twenty-eight words to the teacher. <span style="font-family: Georgia,serif; font-size: 17px;">(iii) Matching the body part to the words that rhyme on the computer. || Head bed dead red led sled fed shed || <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px; text-align: center;">Hand sand stand brand band grand and land || <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px; text-align: center;">Knee me see we tree free tea flea || <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px; text-align: center;">Feet meet seat beat greet sheet heat neat ||  || <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">References <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp#top] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 20px; text-align: center;">Rhyming words work sheets:
 * <span style="background-color: #8ef6dc; display: block; font-family: Georgia,serif; font-size: 22px; text-align: center;">Maryland State Standards for Language Arts: K-Grade 2 ||
 * <span style="color: #000080; font-family: Georgia,serif; font-size: 20px;">1.Phonological Awareness ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Demonstrate understanding of spoken words, syllables, and sounds (phonemes). ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">a. Recognize and produce rhyming words. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">b. Count, pronounce, blend, and segment syllables in spoken words. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">c. Blend and segment onsets and rimes of single-syllable spoken words. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">(This does not include CVCs ending with /l/, /r/, or /x/.) ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ||
 * <span style="color: #000080; font-family: Georgia,serif; font-size: 20px;">2.Phonics and Word Recognition ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Know and apply grade-level phonics and word analysis skills in decoding words. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of most frequent sounds for each consonant. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ||
 * <span style="color: #000080; font-family: Georgia,serif; font-size: 20px;">3.Fluency ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Read emergent-reader texts with purpose and understanding ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Comprehension and Collaboration ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">b. Continue a conversation through multiple exchanges. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood. ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ||
 * [[image:http://www.gscdn.org/library/cms/59/16759.gif align="left" caption="external image 16759.gif"]] ||
 * external image 16759.gif ||


 * [[image:http://www.brettzorzi.com/uploads/1/4/2/0/14201994/lp_activity_sheet_-_part_1_matching_rhyming_words.jpg width="740" height="960" align="right" caption="external image lp_activity_sheet_-_part_1_matching_rhyming_words.jpg"]] ||
 * external image lp_activity_sheet_-_part_1_matching_rhyming_words.jpg ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 16px;">[|://www.eslprintables.com/vocabulary_worksheets/phonics/vowel_sounds/]