Long VOWELS (A,E,I,O,U)

 TOPIC: Long VOWELS (A,E,I,O,U) - Letter "A"


CONTENT: Long vowels say their names. When two vowels go together, the first one is sounded. The second remains silent.  

Watch the video clip below to learn about the Long sound (a)

Video 1


Now look at the chart below. Call the words, listen for the long sound and clap when you hear the long "a" sound in each word.









FOLLOW UP PRACTISE EXERCISES.

Activity 1 identify long "a" from list of words

Activity 2 listen and choose the correct word

Activity 3  fill the blanks

Activity 4 listen and select

Activity 5 drag and drop multiple activities

Activity 6  choose correct spelling

Activity 7 listen drag and drop

Activity 8


Identifying Long Vowel "A" Sounds and Blending with Consonant Sounds

Grade: 3
Duration: 1 hour

Subject: Word Recognition
Objective: Students will be able to identify long vowel "a" sounds (e.g., /ā/ as in "cake") and blend these sounds with consonant sounds to read words.

Materials Needed:

  • Flashcards with words (long "a" words like cake, train, plate, etc.)
  • Chart paper and markers
  • Whiteboard and markers
  • Individual whiteboards and dry-erase markers for students
  • Printed worksheets for evaluation

 

5E Model Lesson Plan

 

Engage (5 minutes)

  1. Activity:
    Begin the lesson with a brief story or dialogue containing several long "a" sound words (e.g., "Jake made a cake on a rainy day."). Read it aloud with emphasis on the long "a" sound in each word.
  2. Question Prompt:
    • Ask: "Did you hear any words that had the same vowel sound? What sound did they have?"
    • Write a few of the words on the board (e.g., cake, Jake, made) and ask students to point out what they notice about the vowel sound.

 

Explore (10 minutes)

  1. Activity: Watch video clip on long “a” sound from teachers blogsite and then participate in discussion on the topic. Complete a simple exercise orally on site.
    • Use flashcards with pictures and words (like cake, train, plate, etc.).
    • Show each card and say the word aloud. Ask the students to repeat it and focus on the long "a" sound.
    • Pass the flashcards around for students to match the word to the correct picture.
  2. Guided Practice:
    • Have students pair up and take turns reading the words aloud to each other, emphasizing the long "a" sound.

 

Explain (15 minutes)

  1. Direct Instruction:
    • Explain that the long vowel "a" sounds like /ā/, as in "cake," and that it usually appears when there is a silent "e" at the end of the word or in vowel teams (ai, ay).
    • Write several examples on the board (cake, rain, stay).
    • Break down the words by sounds (e.g., /k/ /ā/ /k/ for cake).
  2. Blending Sounds Activity:
    • Write a few CVCe (consonant-vowel-consonant-silent e) words with long "a" sounds on the board (e.g., cake, plane, wave).
    • Have students break the words into individual sounds (/k/ /ā/ /k/) and blend them together to read the word.

 

Elaborate (15 minutes)

  1. Interactive Activity:
    • Play a game of "Find the Sound": Write a mix of long "a" words (cake, plane) and other vowel words (cat, dog) on chart paper.
    • Call out a long "a" sound and ask students to find and circle the words that contain the sound.
  2. Extension Practice:
    • Ask students to come up with their own words that have the long "a" sound. Write them on the board as they share.

 

Evaluate (15 minutes)

Tiered Evaluation Activities:

  1. Tier 1: Beginning Level
    • Activity: Provide students with a worksheet where they match pictures (e.g., cake, rain, plane) to their corresponding long "a" words.
    • Objective: Students can identify long "a" sound words with picture support.
  2. Tier 2: Intermediate Level
    • Activity: Give students a list of mixed words (long "a" words and other vowel sounds) and have them underline the long "a" sound words. Then, they write sentences using 3 of the long "a" words.
    • Objective: Students can distinguish and use long "a" words in context.
  3. Tier 3: Advanced Level
    • Activity: Challenge students to write a short story (3-5 sentences) using at least 5 long "a" words. Encourage creativity and sentence fluency.
    • Objective: Students can creatively use long "a" words in a coherent narrative.

 

Closure (5 minutes)

  • Recap the lesson by asking students to share one long "a" word they learned today.
  • Write down their words on the board, thanking them for their participation.
  • End with a short class chant, emphasizing the long "a" sound (e.g., "Cake, cake, I love cake! The long 'a' sound I won’t mistake!").


LONG VOWEL  "E"


Listen to the video clip to learn the long "e" sound.

Video 1 "ee" and "ea"

Video 2 long "e" family




FOLLOW UP PRACTISE EXERCISES.

Activity 1 match words with pictures

Activity 2 tick boxes with long e

Activity 3 matching

Activity 4

Activity 5 ee or ea

Activity 6 long e or short drag and drop

Activity 7 drag and drop

Activity 8

Activity 9 multi-activity

Activity 10 watch video practise words

Activity 11 long or short ea

Activity 12 ie activity sheet

Activity 13 words in context, spellings

Activity 14 select word you hear

Activity 15 long or short e drag and drop

Activity 16 select word you hear


Subject: Word Recognition

Grade 3

Topic: Long Vowel "E" Sounds

Objective:

Students will be able to identify long vowel "e" sounds and blend them with consonant sounds to read words.

Materials Needed:

  • Word cards (with long and short "e" words)
  • Whiteboard and markers
  • Picture cards (for Tier 1 activity)
  • Letter cards (for Tier 2 activity)
  • Short paragraph or story (for Tier 3 activity)
  • Projector
  • Chromebooks

Engage (10 minutes)

Purpose: Activate prior knowledge and spark curiosity about long vowel sounds.

  1. Introduction/Hook:
    • Show a picture of a bee and a tree. Ask the students: "What do you see?".
    • As they answer, write the words bee and tree on the board.
    • Ask: "Do these words have a common sound?"
    • Lead students to notice the long vowel "e" sound in both words.
  2. Discussion:
    • Explain that today, we will learn about the long "e" sound made by the letters ee and e (as in "Pete" or "bee").

Explore (15 minutes)

Purpose: Allow students to discover long vowel "e" sounds and experiment with them.

  1. Activity:
    • Word Sorting: Give students a list of words with a mix of long "e" sounds (e.g., "bee," "tree," "Pete," "complete") and short "e" sounds (e.g., "pen," "pet").
    • In pairs or small groups, students will sort the words into two categories: words with long "e" and words without long "e."
  2. Materials: Small whiteboards or paper, word list, pencils.
  3. Discussion:
    • Come together as a class and review their sorted lists. Discuss why certain words have the long "e" sound and how to identify them.
    • Watch a video clip from the teacher’s blogsite which teaches the sound.
    • Read a list of words from a chart with the long “e” word family.

Explain (10 minutes)

Purpose: Teach the concept explicitly and correct misconceptions.

  1. Direct Instruction:
    • Teach the two main ways the long "e" sound is made:
      • ee as in tree.
      • e with a silent e at the end of the word, like in Pete.
    • Write examples on the board for each category.
  2. Blending Practice:
    • Model blending consonant sounds with the long vowel "e" sound. For example, blend "t" + "ee" = "tree," or "p" + "ete" = "Pete."
  3. Class Practice:
    • Call on students to help blend new words like "meet," "sheep," and "Steve."

Elaborate (15 minutes)

Purpose: Provide opportunities for students to apply the concept in different ways.

  1. Activity:
    • Sentence Creation: Give students a list of words with long "e" sounds (e.g., bee, tree, Pete, sheep) and ask them to create sentences using these words.
    • Share and discuss a few sentences with the class to reinforce proper usage and pronunciation of the long vowel "e."
  2. Peer Reading:
    • In pairs, students will read sentences aloud to each other, helping them practice blending sounds to form words.
    • Complete oral activities from the teachers blogsite.

Evaluate (10 minutes)

Purpose: Assess student understanding through differentiated activities.

Tier 1 (Below-level learners):

  • Picture-to-Word Matching: Students match pictures (e.g., tree, bee) with words containing the long "e" sound.

Tier 2 (On-level learners):

  • Word Building: Provide letter cards and have students create words with the long "e" sound, such as "meet," "feet," and "Pete." They will then read their words aloud.

Tier 3 (Above-level learners):

  • Word Hunt: Students search through a short paragraph or story (provided) to find and circle words with the long vowel "e" sound. Afterward, they will read the paragraph aloud and explain their choices.

Passage: The Green Tree by the Sea

There was a tree by the sea that was very tall and green. Every day, a bee would fly around the tree, looking for sweet nectar. The tree had leaves that glistened in the sunlight, and birds loved to sleep in its branches. One day, a boy named Pete came to the tree with his friend Steve. They sat under the tree to eat some cheese. As they rested, they could feel the soft breeze blowing through the leaves.

Activity Instructions:

  • Circle the words in the passage that contain the long vowel "e" sound.
  • Read the passage aloud to a partner.
  • Explain your choices by identifying the long vowel sounds in the circled words.
  •  

Closure (5 minutes)

Review:

  • Ask students: "What are some words you learned today with the long vowel 'e' sound?"
  • Review a few examples together as a class.
  • Reinforce that the long "e" can be made by ee or an e at the end of the word (with a silent e).

Homework:

  • Assign a worksheet with more long "e" sound words for additional practice.

 



LONG VOWEL "I"


VIDEO  1 long "I" word family



FOLLOW UP PRACTISE EXERCISES

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Activity 6

Activity 7

Activity 8

Activity 9

Activity 10






LONG VOWEL "O"







LONG VOWEL "U"




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