Long and Short Vowel "I"
1. Purpose (Essential Questions):
· How do you differentiate between short and long vowel sounds with the vowel “I”?
2. Vocabulary:
· Long Vowel Sound: long vowel say their name
· Short Vowel Sound: you hear the letter sound in a short vowel word
3. Skills:
· Listening
· Identifying
· Applying
· Comparing
· Working collaboratively
4. Objectives:
· Students will be able to:
o Identify short “I” vowel sounds.
o Identify long “I” vowel sounds.
o Recall the tricks used to identify a long vowel sound.
o Contrast, using explanation, the differences between short “I’ sounds and long “I” sounds.
5. Common Core Learning Standards:
· Reading Standards: Foundational Skills
o 3. Know and apply grade-level phonics and word analysis skills in decoding words.
- c. Know final -e and common vowel team conventions for representing long vowel sounds.
· Speaking and Listening
o 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
o 6. Produce complete sentences when appropriate to task and situation.
6. Pre-Assessment:
· The students have previously learned and been assessed on long and short vowels using the vowels A, E,
O, and U. The students have generated different word lists with these vowel sounds and have also
engaged in a variety of games to help practice identifying these vowel sounds. They have also learned
two tricks to help determine words with long vowel sounds.
7. Lesson Presentation:
· Set-Induction: (5 minutes)
o Please take you your baggie of words and pictures that you cut yesterday. Hold them up in the air.
o Please go to your reading tables. Now when I call your table please get a toolkit and come find your
spot on the rug.
o I will start by calling all of the “families” to the rug. I will call them one by one by table color to
maintain management.
o Today, we are going to continue our hard work with long and short vowels. Today we are going to
focus on the vowel “I”.
· Procedure: (30-35 minutes)
o You know a lot of words that have the letter “I” in them. You can see that the letter “I” sounds
different in different words.
o Can anyone remind us about what a long vowel is and what it would do to my vowel “I”?
- A long “I” says its name.
o Now take out your toolkits and write 3 words that have a long “I” sound.
- Be prepared to share your words with me and also with a partner.
· “One, two, three…eyes on me”.
- Now that you have three words can you tell your partner your three words and also why you know
these words have a long vowel “I”.
· Remember today is a partner 2 day so that partner talks first.
- Can someone give us one of his or her words with a long vowel “I”?
· Remember everyone had time to think so everyone must have an answer in his or her heads.
- The teacher will then generate a list of the words that the students give her on chart paper.
- Can someone remind us of a little trick that helps us figure out long vowels?
· Bossy “e”
· When two vowels go walking, the first one does the talking.
o Now we are going to move on to short vowels using “I”.
- Can someone tell us what sound the letter “I” makes?
- Now just like you did before, can you please write 3 words that you know have the short vowel “I” in
them?
· Be prepared to share them, everyone must have three words.
- Can you share with your partner one of the words that you wrote and why you know it has a short
vowel “I” sound?
- Can someone share with us which words they talked about with their partner that they think has a
short “I” sound?
- The teacher will generate a list in the second column on the chart paper.
o The teacher will have the students read the lists together as a choral reading.
o When you go back to your seats you are going to have to sort words or pictures with long and short
vowel “I” into a two-way sort.
- Then the teacher will go over the lists that they are going to use to sort.
o The teacher will then ask the students to go quietly back to their seats.
- When I call your table, can you please go back to your reading seats?
- You have a sheet on your desk that has a two-way sort. Today you are going to sort words or
pictures using long “I” and short “I”.
· Teacher will model how to organize words or pictures into the sort on gooseneck.
- Using your words or pictures from yesterday, you are going to organize your words or pictures into
the sort. I will tell you which tables will use pictures and which will use words.
o When you think you are done organizing all the words or pictures, check yourself by saying the word
and listening for the sound that the “I” makes.
o Then once you have checked yourself, you are going to have your reading partner check your work.
o Once you are done with the sort you can play lotto. Can anyone tell us what you are supposed to say
and do once you draw a card in lotto.
- Say the word, show the word, and say if you hear a long i or a short i.
- At this point, I will be working with a lower leveled group on matching the picture sorts with the
word sorts. I will take one group and Ms. Reda will take the other. Once we finish that these groups
can also play lotto.
o Can someone tell the class what we are doing today at our seats?
- Completing the sort
- Check ourselves
- Check with a partner
- Play Lotto
o To regain attention, I will say, “Touch your head, touch your shoulders, clap once”.
· Closure: (5 minutes)
o As a class, we will have a grand conversation about the different sounds that vowels make in a word.
- Can someone share with the class a word that has a long I vowel sound?
· Thumbs up if you agree
· Why do you know this is a long vowel sound?
- Can someone share with the class a word that has a short I vowel sound?
· Thumbs up if you agree
· Why do you know this is a short vowel sound?
8. Materials:
· Chart Paper
· Tool-Kits
· Word Sorts with Pictures
· Word Sorts with Words
· Smartboard
· Gooseneck
· Two-Way Sorts
· Lotto Game Boards
· Lotto Index Cards
· Lotto Game Pieces
· Pencils
9. Follow Up Activity:
· The next day the students would resort all of their picture cards into the correct column in their two-way
sort. The students would then be given a second sort where they would be asked to practice writing the
sorts.
o The higher leveled students would be expected to write the words correctly.
o The lower leveled students would have to get the beginning, ending, and must include the “I” when
writing the words.
10. Evaluation/Assessment:
· I will informally assess the students as I walk around and observe their sorting. For the students who are
struggling, I will work with a small group and work with them on matching pictures with words to practice
long and short “I”. Then during the closure of the lesson I will have the students engage in a grand
conversation about which words have long “I” and which words have short “I”.
11. Differentiated:
· For students who are struggling, I will pull a small group after they complete the sort to practice
matching the words with the pictures sorts.
· The advanced students will be able to play to game lotto several different times and with different
boards.
· Visual
o Visual learners will be able to use pictures to sort and they will also have a nice diagram of a two-way
sort when they are sorting their words or pictures.
· Intrapersonal
o Intrapersonal learners will be able to work on sorting the words or pictures individually.
· Interpersonal
o Intrapersonal learners will have the chance to talk to their partner several times during the lesson.
They will also have time at the end to share what words they noticed and observed had long and short
I sounds.
12. Resources:
· Common Core Learning Standards for ELA: http://engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
· Pinnell, Gay Su., and Irene C. Fountas. Phonics Lessons, Grade 1. Portsmouth, NH: FirstHand, 2003. Print.
· How do you differentiate between short and long vowel sounds with the vowel “I”?
2. Vocabulary:
· Long Vowel Sound: long vowel say their name
· Short Vowel Sound: you hear the letter sound in a short vowel word
3. Skills:
· Listening
· Identifying
· Applying
· Comparing
· Working collaboratively
4. Objectives:
· Students will be able to:
o Identify short “I” vowel sounds.
o Identify long “I” vowel sounds.
o Recall the tricks used to identify a long vowel sound.
o Contrast, using explanation, the differences between short “I’ sounds and long “I” sounds.
5. Common Core Learning Standards:
· Reading Standards: Foundational Skills
o 3. Know and apply grade-level phonics and word analysis skills in decoding words.
- c. Know final -e and common vowel team conventions for representing long vowel sounds.
· Speaking and Listening
o 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
o 6. Produce complete sentences when appropriate to task and situation.
6. Pre-Assessment:
· The students have previously learned and been assessed on long and short vowels using the vowels A, E,
O, and U. The students have generated different word lists with these vowel sounds and have also
engaged in a variety of games to help practice identifying these vowel sounds. They have also learned
two tricks to help determine words with long vowel sounds.
7. Lesson Presentation:
· Set-Induction: (5 minutes)
o Please take you your baggie of words and pictures that you cut yesterday. Hold them up in the air.
o Please go to your reading tables. Now when I call your table please get a toolkit and come find your
spot on the rug.
o I will start by calling all of the “families” to the rug. I will call them one by one by table color to
maintain management.
o Today, we are going to continue our hard work with long and short vowels. Today we are going to
focus on the vowel “I”.
· Procedure: (30-35 minutes)
o You know a lot of words that have the letter “I” in them. You can see that the letter “I” sounds
different in different words.
o Can anyone remind us about what a long vowel is and what it would do to my vowel “I”?
- A long “I” says its name.
o Now take out your toolkits and write 3 words that have a long “I” sound.
- Be prepared to share your words with me and also with a partner.
· “One, two, three…eyes on me”.
- Now that you have three words can you tell your partner your three words and also why you know
these words have a long vowel “I”.
· Remember today is a partner 2 day so that partner talks first.
- Can someone give us one of his or her words with a long vowel “I”?
· Remember everyone had time to think so everyone must have an answer in his or her heads.
- The teacher will then generate a list of the words that the students give her on chart paper.
- Can someone remind us of a little trick that helps us figure out long vowels?
· Bossy “e”
· When two vowels go walking, the first one does the talking.
o Now we are going to move on to short vowels using “I”.
- Can someone tell us what sound the letter “I” makes?
- Now just like you did before, can you please write 3 words that you know have the short vowel “I” in
them?
· Be prepared to share them, everyone must have three words.
- Can you share with your partner one of the words that you wrote and why you know it has a short
vowel “I” sound?
- Can someone share with us which words they talked about with their partner that they think has a
short “I” sound?
- The teacher will generate a list in the second column on the chart paper.
o The teacher will have the students read the lists together as a choral reading.
o When you go back to your seats you are going to have to sort words or pictures with long and short
vowel “I” into a two-way sort.
- Then the teacher will go over the lists that they are going to use to sort.
o The teacher will then ask the students to go quietly back to their seats.
- When I call your table, can you please go back to your reading seats?
- You have a sheet on your desk that has a two-way sort. Today you are going to sort words or
pictures using long “I” and short “I”.
· Teacher will model how to organize words or pictures into the sort on gooseneck.
- Using your words or pictures from yesterday, you are going to organize your words or pictures into
the sort. I will tell you which tables will use pictures and which will use words.
o When you think you are done organizing all the words or pictures, check yourself by saying the word
and listening for the sound that the “I” makes.
o Then once you have checked yourself, you are going to have your reading partner check your work.
o Once you are done with the sort you can play lotto. Can anyone tell us what you are supposed to say
and do once you draw a card in lotto.
- Say the word, show the word, and say if you hear a long i or a short i.
- At this point, I will be working with a lower leveled group on matching the picture sorts with the
word sorts. I will take one group and Ms. Reda will take the other. Once we finish that these groups
can also play lotto.
o Can someone tell the class what we are doing today at our seats?
- Completing the sort
- Check ourselves
- Check with a partner
- Play Lotto
o To regain attention, I will say, “Touch your head, touch your shoulders, clap once”.
· Closure: (5 minutes)
o As a class, we will have a grand conversation about the different sounds that vowels make in a word.
- Can someone share with the class a word that has a long I vowel sound?
· Thumbs up if you agree
· Why do you know this is a long vowel sound?
- Can someone share with the class a word that has a short I vowel sound?
· Thumbs up if you agree
· Why do you know this is a short vowel sound?
8. Materials:
· Chart Paper
· Tool-Kits
· Word Sorts with Pictures
· Word Sorts with Words
· Smartboard
· Gooseneck
· Two-Way Sorts
· Lotto Game Boards
· Lotto Index Cards
· Lotto Game Pieces
· Pencils
9. Follow Up Activity:
· The next day the students would resort all of their picture cards into the correct column in their two-way
sort. The students would then be given a second sort where they would be asked to practice writing the
sorts.
o The higher leveled students would be expected to write the words correctly.
o The lower leveled students would have to get the beginning, ending, and must include the “I” when
writing the words.
10. Evaluation/Assessment:
· I will informally assess the students as I walk around and observe their sorting. For the students who are
struggling, I will work with a small group and work with them on matching pictures with words to practice
long and short “I”. Then during the closure of the lesson I will have the students engage in a grand
conversation about which words have long “I” and which words have short “I”.
11. Differentiated:
· For students who are struggling, I will pull a small group after they complete the sort to practice
matching the words with the pictures sorts.
· The advanced students will be able to play to game lotto several different times and with different
boards.
· Visual
o Visual learners will be able to use pictures to sort and they will also have a nice diagram of a two-way
sort when they are sorting their words or pictures.
· Intrapersonal
o Intrapersonal learners will be able to work on sorting the words or pictures individually.
· Interpersonal
o Intrapersonal learners will have the chance to talk to their partner several times during the lesson.
They will also have time at the end to share what words they noticed and observed had long and short
I sounds.
12. Resources:
· Common Core Learning Standards for ELA: http://engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
· Pinnell, Gay Su., and Irene C. Fountas. Phonics Lessons, Grade 1. Portsmouth, NH: FirstHand, 2003. Print.