Vowels Lesson Plan, Kindergarten - I. Identify of lesson – long vowel sounds ii. Context of lesson after assessing logan’s literacy abilities, i created a lesson plan in an effort to help inside the areas he is missing. The consequences showed weak spot in long vowel sounds. It became difficult for him to spell phrases with the sound and he could not become aware of the sound within words. My lesson can have him pick out, write, and recollect the long vowel sounds. Iii. Mastering objectives understand: the scholar will recognize lengthy vowel sounds and be capable of use words with that particular sound to make his own tale. Realize: the student will analyze the lengthy vowel sounds and identify them within a passage. Do: the pupil will sing along to the vowel chant, pick out words, and create a quick story. Iv. Collection of assessment statistics to assess his expertise, i will document how oftentimes he efficaciously highlighted phrases with long vowel sounds and how many phrases he spelled correctly within the story out of the whole words used and listed in the passage. It'll be percent based totally so i'm able to compare the percentage correct to the authentic assessment consequences. If there is an development, i understand the chants worked. If there is little to no improvement, i will must think about a one of a kind manner to provide the facts. V. Associated virginia standards of getting to know (okay & 1) or basis blocks (preschool) studying (oral language) okay.1 the student will display increase in the use of oral language. A) concentrate to an expansion of literary bureaucracy, which includes stories and poems. B) participate in a selection of oral language sports consisting of choral and echo speakme and recitation of brief poems, rhymes, songs, and tales with repeated phrase order styles. C) participate in oral generation of language revel in narratives. D) participate in creative dramatics. E) use whole sentences that include problem, verb, and object. Analyzing 1.6 the student will observe phonetic ideas to examine and spell. A) use starting and finishing consonants to decode and spell unmarried-syllable phrases. B) use two-letter consonant blends to decode and spell single-syllable phrases. C) use beginning consonant digraphs to decode and spell single-syllable phrases. D) use short vowel sounds to decode and spell unmarried-syllable phrases. E) combo beginning, middle, and ending sounds to apprehend and study words. F) use word styles to decode unusual phrases.