First Mini-lesson
Name: Megan Jones
Grade Level: First
Content: Communication Arts
Lesson: Two spelling patterns for long vowels
Objectives:
Students will be able to identify CVCe patterns
Standards:
R1C02
Develop and apply decoding strategies to “problem-solve” unknown words when
reading.
Modifications:
Students will be able to work in groups.
Materials/Media/Resources:
Lowery, J. (1970). The poky little puppy. New York, NY: Random House, Inc.
Publishing.
Word cards created from the CVCe words selected from the text.
Pocket chart
Handout
Glue
Scissors
Construction Paper
Anticipatory Set:
Look at the pocket chart we used yesterday. Can anyone tell me what we
were discussing? Yes, we were talking about the consonants and vowels.
What are the vowels? Have students say them.
Today we are going to go a step farther and look at some of the differences
within each group of words. Do you notice anything about the words that I
have separated out?(Allow student to provide comments. Be sure that one of the
comments addresses the fact that the words I took out have the CVCe pattern.)
Yes, that is right. One group is common words we know how to read and spell
the other group follows the CVCe pattern!
Instructional Input:
Modeling/Demonstrating:
This is a common pattern for vowels and consonants. Let's first review the
difference between a consonant and a vowel. Great job everyone! Everyone
did so well!
On my chart I am going to write the CVCe pattern and it's definition.
As I look at the words with the NAME, WIDE, HOME Write the words in the
chart.
As you can see the first vowel can be any vowel as long as the e at the end is
the silent e.
Have a few students pick out the appropriate words that follow the pattern.
Have the following chart created on a tablet. Add the pattern and rule as students watch.
CVCe
If there is a consonant, vowel, Words that do not follow these
consonant, and silent e, the vowel two patterns.
is usually long.
bake they
came
Guided Practice:
Using the chart have the student participate and see if they can find any
extra words off of the word wall to add to our chart. Discuss why it works
and doesn't work.
Refer to chart below.
CVCe
If there is a consonant, vowel, Words that do not follow these
consonant, and silent e, the vowel two patterns.
is usually long.
bake they
came
Talk with your shoulder partner about other options that could meet the
CVCe pattern.
Checking for Understanding:
I will watch closely as students sort the words and identify the CVCe words.
Independent Practice:
Please look at the paper on your desk, you will use your scissors
appropriately to cut out the words. You will then sort the words into two
groups; CVCe pattern and all other words. If you do not know where the
word goes, place it to the side and wait for help. After you are happy with
your sort you will clue the CVCe words on GREEN paper and all the other
words on RED paper.
Closure:
Today we reviewed our vowels and consonants than learned how to find the
CVCe pattern and what words follow the rule. Tomorrow we will continue to
learn other patterns and how they help us to become stronger readers.
Evaluation/Assessment:
Students’ charts will be reviewed and graded to see if they could identify the spelling
pattern CVCe.
Below: Words for the students to cut out and use for their independent
practice.
FIVE DUG HOLE WALK
WIDE ROAD SIDE LITTLE
HILL SNAKE PLACE THERE
FOUR START SHORT SNIFF
RICE MADE BED SIGNS
SAME TOP BLACK BOWLS
HOME FAST OVER SURE
MOTHER CAME NEXT RIPE
TIME FENCE PUPPY POKY
Rubric
Name: ________________________ Teacher:
Criteria Points
1 2 3 4
The student
was able to
sort the correct Correctly found Correctly found Correctly found Correctly found
____
words into 0-2 words 3-5 words 6-8 words 9-12 words
their two
groups.
Placed the
Did not follow Placed one of the Placed both
correct groups
directions and two groups on groups onto the
with the ____
used the wrong the correct color correct color
correct paper
color of paper. paper. paper.
color.
Total----> ____
Teacher Comments:
