Lesson plan

Vowel or Consonant?

Help your class understand what makes AEIO and U so special with this lesson that helps them differentiate between vowels and consonants.
Need extra help for EL students? Try theVowels and ConsonantsPre-lesson.
EL Adjustments
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Need extra help for EL students? Try theVowels and ConsonantsPre-lesson.
  • Students will be able to differentiate between vowels and consonants.
  • Students will be able to write a letter or letters to represent consonant and short-vowerl sounds.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Start singing the alphabet song. Students should follow along.
  • Ask students to look at the alphabet chart and say it slowly.
  • Ask students if they know what vowels and consonants are.
  • Explain to students that each letter has a purpose when it comes to sound, writing, spelling, and talking.
(15 minutes)
  • Separate the board into two sections.
  • On one side put the heading "vowels" and the other side write "consonants."
  • Ask each student to look at the alphabet chart and pick a letter.
  • If a student picks a vowel make a "ding ding ding" sound and write the vowel in the vowel section.
  • If a student picks a consonant make a different sound like "poump poump poump" and write it in the consonant section.
  • Continue like this until all the letters of the alphabet are on the board.
  • While pointing at the letters ask the class what sound the vowels make.
  • Reiterate that vowels are AEIOU and sometimes Y, but the Y will be taught at a later date.
  • Ask students to brainstorm words for each letter. Two or three words are sufficient. Try to write the words next to the letter to which they belong.
  • Leave the lesson on the board for the next activity.
(5 minutes)
  • Give each student a paper or their copy book.
  • Ask students to write the alphabet in order, consonants in blue and vowels in red.
  • Give students a limited time to finish the activity. When time is up, ask them to share with their peers to make sure they have the same letters colored red and blue.
(5 minutes)
  • Ask students to sort out flash cards into two groups, consonants and vowels.
  • Ask students to write their names and circle all the vowels.

Support:

  • Follow guided practise in small groups or with individuals. Use magnetic letters or flash cards.

Enrichment:

  • Have students brainstorm, identify, read, and write words with the short vowels sound in the middle.
(5 minutes)
  • Pass out personal whiteboards and whiteboard markers to each student. Pre-select 3–5 CVC words (e.g., cat, hut, dog) and explain to the students that you are going to say a word aloud and you want them to write the word on their whiteboard.
  • Reinforce that they should try their best, and even if they aren't sure what letter or letters represent the ConsonantOr VowelThey should just write down the letter or letters they think they hear.
  • Say the words one by one, and give students sufficient time to write down their responses.
  • Ask students to circle vowels in red.
  • Encourage students to share their answers with the rest of the class to check for understanding.
(10 minutes)
  • Ask students to say the alphabet, and when a vowel is called they can either stand or clap.
  • Put magnetic letters on a desk near the board. Ask students to group them into consonants and vowels on the board.
  • When doing the review make sure you erase the lesson on the board.

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