Day 1: Long I Vowel Patterns

Standards

CCSS.ELA-LITERACY.RF.3.3.D
Distinguish long and short vowels when reading regularly spelled one-syllable words.

Learning Objectives

• I can identify and read long i vowel patterns (i_e, igh, ie).
• I can decode words with long i vowel sounds in reading activities.

Success Criteria

• I can say the long i sound in words I read.
• I can write three words that have a long i vowel pattern.
• I can read aloud sentences with long i vowel words fluently.

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Materials

• Flashcards with long i words (like: bike, night, pie)
• Mini whiteboard & markers for each student
• Worksheets with long i sentences and word sorting activities
• Chart paper with vowel pattern examples

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Lesson Structure (15 minutes)

I Do (5 minutes)

• Display chart with long i patterns: i_e, igh, ie.
• Pronounce each pattern with example words aloud, emphasizing the long i sound.
• Model segmenting and blending the sounds of "bike," "night," and "pie."
• Write these words on the board, underlining the vowel pattern.
• Explain the pattern rules.

We Do (5 minutes)

• Together with students, read the flashcards aloud.
• Ask them to identify which long i vowel pattern is used in each word.
• Write a few more words on the board as a group.
• Use mini whiteboards: students write one long i word you say and show it.

You Do (5 minutes)

• Distribute a worksheet with sentence reading: students circle the long i words.
• Student reads their sentences aloud to a partner, focusing on the long i sound.
• Circulate to provide immediate feedback on pronunciation and decoding.

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Differentiation

• For struggling readers: provide picture cues with words, highlight vowel patterns in color.
• For English Language Learners (ELLs): use visual phonics gestures to signal vowel sounds.
• For advanced learners: challenge to create their own sentences using long i words.

Extension Activity

• Think of 5 additional long i words at home and draw a picture for each. Share tomorrow!

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Day 2: Long U Vowel Patterns

Standards

CCSS.ELA-LITERACY.RF.3.3.D
Distinguish long and short vowels when reading regularly spelled one-syllable words.

Learning Objectives

• I can recognize and read long u vowel patterns (u_e, ue, ew).
• I can correctly decode words with long u vowel sounds when reading aloud.

Success Criteria

• I can say the long u sound clearly and identify the pattern.
• I can write two words that use the long u vowel pattern correctly.
• I can read a short paragraph containing long u words with fluency.

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Materials

• Flashcards with long u words (cube, blue, new)
• Mini whiteboards & markers
• Worksheet for vowel pattern sorting
• Sentence strips

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Lesson Structure (15 minutes)

I Do (5 minutes)

• Display chart with long u vowel patterns: u_e, ue, ew.
• Pronounce example words: cube, blue, new, emphasizing the long u sound.
• Model decoding the words, breaking into sounds.
• Write words on the board and underline the vowel patterns.

We Do (5 minutes)

• All together orally read flashcards and determine the vowel pattern.
• Engage in sorting words by their vowel pattern with the class (use pocket chart or board).
• Students write one long u word on their mini whiteboards and share with a partner.

You Do (5 minutes)

• Provide worksheet to sort words independently according to their long u vowel pattern.
• Students read aloud a short paragraph containing long u words.
• Encourage peer feedback using positive phrasing (e.g., "I liked how you said...").

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Differentiation

• For learners needing support: provide word cards with pictures, highlight patterns in different colors.
• For students with auditory processing difficulties: use a multi-sensory approach (say the word, trace the vowel pattern in sand or finger paint).
• For advanced learners: identify additional long u pattern words with multiple syllables.

Extension Activity

• Create a mini-book of “My Long U Words,” including pictures and writing sentences with new long u words you find!

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Notes for Teachers

• Use enthusiastic voice and gestures during “I Do” modeling to maintain engagement.
• Provide immediate, specific praise during “We Do” and “You Do” sections.
• Incorporate movement or brain breaks if needed to maintain attention during activities.
• Encourage the use of "I can..." statements daily for goal setting and reflection.
• Collect student work for informal assessment of vowel pattern mastery.

This plan respects Common Core expectations and scaffolds learning appropriately for 3rd graders, keeping the lesson lively and inclusive.