Flipped+Classroom+Plan


 * Flipped Classroom Lesson Plan **

(Group)


 * Authors: ** Agnes Dzaka, Lynn Dibble, and Heather Lutz


 * Lesson Title: ** Phonemic Awareness: Learning the Short “O” Sound


 * Subject Area(s): ** Literacy


 * Grade Level: ** Kindergarten


 * Time Needed: ** 1 hour


 * PA Academic Standards: **
 * 1.1.C Discriminate words and sounds
 * 1.1.F Blend sounds to make a spoken word
 * 1.1.G Develop knowledge of letters and sounds (Alphabetic Principle)
 * 1.1.K Name and describe new concepts
 * 1.6.A Listen responsively to directions, stories, and conversation
 * 1.6.B Student will recite rhymes, songs, and familiar text
 * 1.6.E Ask and answer relevant questions and share experiences individually and in groups
 * 1.6.F Initiate and respond appropriately to conversation and discussions


 * Learning Objectives: **
 * Cognitive **
 * The students will know that the letter O has a special sound.
 * The students will know that the letter O is a vowel.
 * The students will know that vowels are special letters because they are the glue that holds our words together.
 * Behavioral **
 * The students will be able to identify the short “o” sound in given words.
 * The students will be able to say the short “o” sound out loud.
 * The students will sort given picture cards by whether or not it has the short “o” sound.
 * The students will generate words that have the short “o” sound found in them.

[] []
 * Student Learning Resources at Home **
 * Teacher self-created video “What is Tiggy Hungry for?” for 10 minutes http://www.mbgsd.org/5609106111364260/podcasts/browse.asp?A=399&BMDRN=2000&BCOB=0&C=57726 Scroll down and click download to watch.
 * Watch “Mox’s Shop” for 3 minutes **[]**
 * ** Play the “og” and “ot” game to practice the short “o” sound for **3 minutes []
 * Take interactive quiz: []
 * [[file:kwl.docx]]
 * [[file:Parent Feedback.docx]]
 * Student Learning Activities at Home **
 * The students will watch a video of the teacher and her puppet, Tiggy, who is very hungry for a snack. She will offer him many different items, but Tiggy will only be hungry for certain things. The students will have to watch carefully and try to figure out what he is hungry for.
 * The teacher will ask the students to turn and talk to their parents, guardians, or siblings and discuss what they think Tiggy is hungry for and why.
 * The teacher will say that she thinks that she has figured out what Tiggy is hungry for. Tiggy will share with the class that he is hungry for the Letter O because it makes a certain sound.
 * The teacher will prompt the children to write the letter O into the “K” part of their KWL chart. She will explain that the letter O makes two sounds, but today we will only practice one of the sounds. The letter O is a special letter called a vowel. Vowels are the glue to our words because they hold the words together.
 * The teacher will draw a glue bottle into the “K” part of their KWL chart and ask the children to draw a glue bottle into their “K” part of their chart at home.
 * The teacher will remind the students that they have already learned two other vowels- the letter A, which goes “a” like in “cat” and the letter I, which goes “I” like in “pig.” She will write the letters A and I in the “K” part and ask the students to write the A and I in their “K” part of the chart.
 * The teacher will ask Tiggy if he knows what sound the letter O makes. Tiggy will say “yes” but that he wants to practice to make sure.
 * The teacher will write the question “What sound does the letter “o” make?” into the “W” part of the KWL chart. She will draw a picture of an ear to help the students recognize and understand the question that is being asked. The students will then draw an ear into their KWL chart at home.
 * The teacher will explain that the letter O makes the short “o” sound. She will sing a short song to help the students remember the short “o” sound. The students will sing it once with her.
 * The teacher will use some of Tiggy’s picture cards to explain why he wanted to eat them. She will sound stretch each word and emphasize the short “o” sound that is found in the middle. She will sing the “Middle Sound Song” to help the students identify the short “o” sound found in the picture cards that Tiggy was hungry for.
 * The teacher will explain to the students that they will get to practice listening and finding words that have the short “o” sound in them. She will explain that they will pause this teaching video and then click on the “Mox’s Shop” video to watch a story that has lots of words with the short “o” sound in them. She will also explain that when they are done watching, to please click the two games below to practice making words with the short “o” sound. She will tell them that when they are finished playing, to click “play” again to finish learning with the teacher.
 * Watch “Mox’s Shop” for *** minutes** ** [] **
 * ** Play the “og” and “ot” game to practice the short “o” sound for **** minutes []
 * The teacher will explain that today we learned that the letter O is a special letter called a vowel. Vowels are the glue to our words because they hold the words together. We learned that the letter O makes the short “o” sound. The teacher will have the students hit the “pause” button and fill in the “L” part of the chart by writing three words that have the short “o” sound in the middle. Their parents, guardians, or siblings can help them do this. The students will hit “play” when they are all finished.
 * The teacher will congratulate them for doing an excellent job listening and finding words that have the short “o” sound. She will thank Tiggy for helping us learn that the letter O makes the short “o” sound.
 * The teacher will sing the “Short O song” once more to review the lesson.
 * The teacher will have them bring in their KWL chart the next day at school.
 * The teacher will ask the parents to fill out the Parent Communication Log to address any concerns their children had while completing the learning task.


 * Classroom Activities **
 * ** Materials to prepare: ** The pocket chart with the happy and sad face cards, along with the picture cards that Tiggy ate in their appropriate places. Example: dog will be under the happy face because Tiggy was hungry for the short “o” sound. Cat will be under the sad face because it did not have the short “o” sound in the middle.
 * ** Survey Learning Outcomes through the KWL chart: ** The teacher will collect the students’ KWL charts and Parent Communication Logs to determine what still needs to be addressed in the classroom setting. The teacher will use this information to form differentiated groups to apply and practice these new skills.
 * ** Address common problems: ** The teacher will work with the students that are in need of reteaching with the short “o” sound through additional whole group and small group lessons.
 * ** Faciliate whole group discussion: ** The teacher will bring out Tiggy and remind the students that he was hungry last night for something special.
 * The students will have the opportunity to share what Tiggy was hungry for.
 * The teacher will explain that he was hungry for the Letter O because it makes the short “o” sound. She will model the sound for the students and they will repeat her.
 * The teacher will use the picture cards in the pocket chart and have the students try to feed Tiggy to see whether or not they can identify picture cards that have the short “o” sound.
 * The teacher will sing the “Middle Sound Song” to review the short “o” sound with the students.
 * ** Differentiation/Individualization: ** The teacher will use the Parent Communication Logs to determine which students were able to view and participate in the at-home lesson, as well as which students had difficulty with the new learning task. She will then know which students are in need of more individualized scaffolding and will create differentiated groups to practice these skills with her.
 * ** Let the above levels teach the below levels: ** The students will meet in small groups during literacy centers with the instructional assistant in heterogeneous groups. This will allow for the more advanced students to assist the lower-level students in learning this new letter sound.
 * ** Leveled Group Activities: ** The teacher will provide the following activities to each of her ability groups to practice the short “o” sound:
 * ** High Group: ** The students will take a picture card and sound stretch the word and write what letters they hear. They will identify the middle sound by saying it out loud.
 * ** Middle Group: ** The students will take a picture card and try to match the picture to the matching word. They will identify the middle sound out loud.
 * ** Low Group: ** The students will take a picture card and say the sounds that they hear in the word out loud. They will identify the middle sound out loud.
 * ** The teacher will provide guidance: ** The teacher will assist the students by providing the necessary scaffolding to all students.


 * Assessment: **
 * ** Formative: ** The teacher will evaluate student knowledge about the short “O” sound by referencing the KWL chart and Parent Communication Logs, as well as through observation of their differentiated tasks.
 * ** Summative: ** The teacher will evaluate student knowledge about the short “O” sound by referencing their picture sort that they completed on their own. The students will have to cut out pictures and glue them into a graphic organizer, where one side of the organizer has pictures with the short “O” sound and one side of the organizer does not have pictures with the short “O” sound.
 * [[file:Short O Assessment Pictures to Cut.pdf]]
 * [[file:Short O Assessment Graphic Organizer.pdf]]
 * ** Challenging Questions: ** The teacher will provide the students with the following words by singing the “Middle Sound Song,” so that they can identify the middle sound that they hear out loud. She will use the following words: dog, pig, hat, pet, sit, fog, sat, den.
 * ** Interactive quiz: ** The teacher will have the students complete the following interactive quiz activity on the computer. []