Day 1: Introduction to the “ur” Sound (ir, or, ur, er, ar)

Learning Objectives

• I can identify the “ur” r-controlled vowel sound in words spelled with ir, or, ur, er, and ar.
• I can read aloud words containing these r-controlled vowel combinations.

Common Core Standards

• CCSS.ELA-LITERACY.RF.3.3.A – Identify and know the meaning of the most common prefixes and derivational suffixes.
• CCSS.ELA-LITERACY.RF.3.3.C – Decode multisyllable words.

Materials Needed

• Word cards with ir, or, ur, er, ar words (e.g., bird, fern, turn, her, star)
• Whiteboard & markers
• Chart paper with “ur” sound word list
• Audio recording of words for listening activity

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Part 1: I Do (5 minutes)

Introduction and Modeling

• Teacher displays word cards one at a time, pronounces the word emphasizing the “ur” vowel sound.
• Teacher explains that when a vowel is followed by an ‘r,’ it changes the sound to what we call the “r-controlled vowel.”
• Focus on the “ur” sound spelled in five different ways: ir, or, ur, er, ar.
• Write examples on chart paper while underlining "ir," "or," "ur," "er," and "ar."

I Can Statement:
I can hear and say the “ur” sound in words that use different spellings.

Success Criteria:

• I can listen and correctly identify “ur” words the teacher pronounces.
• I can match the sound to the correct spelling pattern.

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Part 2: We Do (5 minutes)

Guided Practice

• Students and teacher read the word list together aloud, emphasizing the “ur” sound.
• Teacher shows a card, and students say the word aloud as a group.
• Play a quick listening game: teacher says a word, students point to the correct card.
• Ask students to brainstorm one new word with the “ur” sound and write it on the board collaboratively.

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Part 3: You Do (5 minutes)

Independent Practice

• Each student picks 2 word cards and uses them to write a simple sentence. Example: “The bird can turn.”
• Teacher circulates and provides help where necessary.
• Volunteers share their sentences with the class.

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Differentiation Strategies

• For Struggling Learners: Use picture cards alongside word cards to support comprehension. Provide additional one-on-one practice with pronunciation.
• For Advanced Learners: Challenge students to find and explain “ur” sound words in their reading books or at home.

Extension Activity

• Create a mini-book using “ur” sound words with pictures illustrating each word.

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Day 2: Applying “ur” Sound in Reading and Writing

Learning Objectives

• I can read sentences with “ur” r-controlled vowel words fluently.
• I can spell and write words with the “ur” vowel sound using ir, or, ur, er, and ar.

Common Core Standards

• CCSS.ELA-LITERACY.RF.3.4.A – Read grade-level text with purpose and understanding.
• CCSS.ELA-LITERACY.L.3.2.E – Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Materials Needed

• Sentence strips with “ur” words
• Whiteboards and markers for each student
• Writing journal or paper
• R-controlled vowel word sorting mat

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Part 1: I Do (5 minutes)

Model Fluent Reading & Spelling

• Teacher reads aloud a sentence strip with multiple “ur” words, modeling fluency and expression.
• Next, teacher spells one “ur” sound word aloud, breaking it down by phonemes to show spelling.
• Teacher writes the word on the board, highlighting the r-controlled vowel combination.

I Can Statement:
I can read sentences with “ur” sound words and spell these words correctly.

Success Criteria:

• I can read sentences smoothly with “ur” words.
• I can spell “ur” words correctly when writing.

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Part 2: We Do (5 minutes)

Guided Reading & Spelling Practice

• Students echo read the sentence strip with the teacher.
• Teacher distributes whiteboards. Calls out “ur” words, and students write them on their boards, emphasizing proper spelling.
• Class sorts “ur” words by spelling patterns (ir, or, ur, er, ar) using the sorting mat and word cards.

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Part 3: You Do (5 minutes)

Independent Writing

• Students write 2-3 sentences in their journals using at least two “ur” words learned.
• Students share writing with a partner for peer feedback focusing on reading fluency and word accuracy.

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Differentiation Strategies

• For Struggling Learners: Provide sentence starters and spelling frames. Use tactile letter tiles for spelling practice.
• For Advanced Learners: Encourage creating more complex sentences or a short story using “ur” words.

Extension Activity

• Students create a “r Controlled Vowels” poster illustrating each spelling pattern with example words and pictures for a class display.

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Summary

This two-day lesson plan provides a focused, engaging, and scaffolded approach to mastering the “ur” r-controlled vowel sound with spellings ir, or, ur, er, and ar, aligned with Common Core standards. Differentiation and extension strategies ensure all learners thrive while promoting spelling, reading fluency, and vocabulary development within a 15-minute time frame.