Planning for Learning ESL Second Grade

1. Objective

1.1. Students will be able to accurately read long and short vowel sounds in one-syllable words in decodable books.

2. Big Ideas

2.1. Distinguish short vowel sound in one-syllable words

2.2. Distinguish long vowel sound in one-syllable words

2.3. Accurately read one-syllable words with short and long vowel sounds

3. Standard

3.1. CCSS.ELA-LITERACY.RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words.

4. Scaffolding Strategies

4.1. 1. English language learners may have difficulty between short sounds of e and i, there maybe no difference of sounds in their first language.  Give students examples of words with these sounds, and show them how to position their mouths and tongues as they say these sounds. Model saying the sounds. .   

4.2. 2. Phoneme Chant.  The students will blend onsets and rimes orally

4.3. 3. For English language learners, discuss the meaning of the word that is being segmented, and clearly enunciate the word when initially providing it to students.  Be sure to review sounds that differ between the students’ first language and English, and/or discuss the formation of such sounds in the mouth and throat.

4.4. 4. Add silent e to make new words - from short to long vowels sounds Ex- /cap/ - /cape/

4.5. 5. Play “Bag of Tricks” - (Onset and rimes - to differentiate long and short vowels sounds) Students will draw one onset card out of the bag and combine it with their rime card. Then they say the word. Words can be regular or nonsense. Let students know if which is real and use it in a sentence.

4.6. 6. Building Words with Blends.  The students will match initial blends (consonant blends) with word endings to read words.

4.7. 7. Sort words - Use word scards and read each word and have students repeat them. Have the students sort the words after reading through all the word cards and explaining word meanings. Have the students sort the word cards according to short or long vowel sounds.

4.8. 8. Which ones share a common sound?  The student will identify rhyming words (words with common ending sounds or rimes).

4.9. 9. Pair That Sound!  The students will learn the multiple sound correspondences for a specific vowel pattern and will practice reading words using the differing sounds.

4.10. 10, Use decodable books to give students practice in reading words with short or long vowel sounds in a context.

5. Key Factors About Students

5.1. 1. Struggling readers - ELLs reading below grade level

5.2. 2. Students have difficulty blending sounds

5.3. 3. Poor spelling skills

5.4. 4. Below grade level in reading accuracy and fluency rates

5.5. 5. ELLs struggling on pronouncing English words correctly.

6. Rationale of the different scaffolding strategies

6.1. - With starting from introducing two different sounds for each vowel, the students will be able to take note that each vowel in words will be pronounced differently. the vowels will be blended with a consonant or consonant blends to form a syllable. The syllables can then be segmented and broken down into onset and rimes to help students understand different word patterns. the word patterns will help students identify which rimes has short or long vowel sounds - CVC and VCe. Helping students segment words using onset and rimes structure will further help them distinguish the short and long vowels sounds of syllable endings or word families. By giving students multiple practice and varied ways of distinguishing vowels sounds, they will eventually learn the word patterns and word formation by heart. As they grasp the concept and learn to manipulate the sounds in their head they will also be able to spell the words. When student can spell the words correctly, they will be able to read. Students will them be assessed to read decodable books and to see how the different sounds in words are experienced in the context of a sentence, and further on, a story. ELLs eventually will gain more new vocabulary as they learn to read words correctly and see in them in the story lines.

6.2. - All the strategies listed above are explicit ways to teach foundational reading skills which have research have shown to be effective in assisting English language learners or any beginning readers to decode words by developing their skills in identifying and using structural cues present in words. “English language learners can use unique features of words, word patterns, or similarities to other known words as an aid in decoding unknown words” (Au, 1993 in Linan-Thompson and Vaughn, 2007). Studies show that ELLs can acquire skills on phonemic awareness, and decoding in the same rate with English speakers when given explicit instructions in developing these skills (Chiappe et, al, 2002, in Linan-Thompson and Vaughn, 2007). [Linan-Thompson, S., & Vaughn, S., (2007). Research-based methods of reading instruction for English language learners, Grades K–4. Retrieved from http://www.ascd.org/publications/books/108002/chapters/Research-Based_Practices_for_English_Language_Learners.aspx ]

7. Objective

7.1. Students will be able to distinguish short vowel sounds in one syllable words in CVC word pattern.

8. Objective

8.1. Students will be able to distinguish long vowel sounds in one syllable words ending in CVe pattern.