meganslattery_journal+entry+4

Assessment Journal #4 Today during writing, the students were assessed on how to determine long and short vowels with the /o/ sound. At the start of the lesson the students worked with the teacher to determine words that had the /o/ short and long vowel sounds. For example, the teacher would ask the students what is the first sound they hear in the word, hose. The students would response /h/. Then the teacher would ask what the /o/ sound in hose is saying, and the students would say its saying its name /o/, therefore it is a long vowel sound. Then the teacher would go over a short vowel sound that is not saying its name, such as book. After some practice with this, the students were given a worksheet. The worksheet was set up where there was a word column to write long vowels in, and a column for short vowels (ex. Hose-long, knot-short). The students had to use the words in the word bank and place them under the correct category. The words in the word bank had the word and a picture to go along with the word. Most of the students would read the word out loud to determine if it had a long or short sound.

This was a good type of pre-assessment on the student’s knowledge of long and short /o/ vowels. Before this lesson the students many of the students struggled with recognizing the different sounds. They originally would see an /o/ in a word and place it under any column, not understanding that they make different sounds. Now, hopefully the students are able to hear that two words with the vowel sound /o/ in it can sound differently, and they can express the difference by stating that it has a long or short vowel sound. The students will still need practice on other types of vowel sounds, but will now have a knowledge of a letter having more than one sound.

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