AAAAA! I'm Scared!
Beginning Reading
Design
Rationale
In order for
children to become fluent readers they must learn their letters and the
corresponding phonemes. Phonemes are vocal gestures a person hears in a spoken
word.
Children must be able to blend words beginning with the vowel sound, then the
body and coda.
The following lesson will assist students in discovering the
a
=/a/ correspondence. Students will also learn to recognize /a/ in spoken
words through repetition and assessment.
Materials
- Picture of the Home Alone AAAAAA!
(one for each student)
http://images1.fanpop.com/images/photos/2200000/home-alone-home-alone-2258019-1024-768.jpg
- Chart paper with chant
-Letter Boxes
-Word cards with CAB, FLAP, TRAP, DAD, BAT, AT, and PAT
- Decodable book A Cat Nap by Sheila Cushman
- Primary paper
- Pencils
- An assessment worksheet that focuses on short /a/
http://specialed.about.com/od/wordwalls/ss/aws_3.htm
Procedures
1.The
lesson will be introduced by me asking "What sound does a person make when they
are scared? I will pick up the picture of the scared boy in Home Alone and
demonstrate his hand gestures (hands flat on cheeks, eyes wide open, and mouth
like an oval) and the sound that we make when we are AAAAA! Scared! I will model
this until everyone in the class understands the motion of our mouths/hands and
the sound that a= /a/ makes.
2.I
will introduce a tongue twister using the a= /a/. I will first say the
tongue twister to the students "Allie the Alligator went on an AAAAAA! Scarey
Adventure!" I want everyone to say it normal once then repeat it stretching out
the a = /a/ sound:
"Aaaaaalie
the Aaaaaalligator went on an AAAAAA! Scarey Aaaaadventure"
3.Let's
practice looking for the /a/ sound in some words. Do you hear /a/ in MAT
or MEN? TAP or BED? FLAT or FEED? Make sure all of the student
understand then do another assessment by having the students put their hands on
their cheeks and their mouths open like they were scared if the hear /a/ in:
CAB, FUN, FLAP, TRAP, BED, DAD, BAT, AT, and PAD.
4.Everyone
take out their letter boxes and letters. I am going to read some words and I
want you to spell them using your letter boxes." Make sure that you go over the
rules of letter boxes before you have your students begin spelling the words.
Model an example for yours students using the word crab. Crab c r
a b. Show your students your letterbox word on the overhead.
"Now I want you to spell some words for me." At, an, hat, sam, bat, nap, cat,
jam, brat). Walk around the room and help the children that need help. After
everyone has finished model the correct spelling on the overhead for the
children using your letter boxes. After the students have finished spelling
their words I am then going to place the words on the overhead projector and
have students read the words aloud.
5.Next the children will read A Cat Nap. While we read, we will point out
the words with the short "a" sound. I will also give a Book Talk
Tab is a fat cat that likes to nap In funny places. He naps In a bag and he naps
a lot. One day he fell asleep in his owner's bag, his owner is named Sam. they
go to the ball park and I don't think Sam knows Tab is in his bag. What do you
think is going to happen?
6.To
access the child give them a worksheet with pictures on it and below the
pictures there will be a list of words. Student should say what each picture is
and then the word that matches the pictures. Then they should color all the
pictures that have the /a/ sound in them.
References:
- A Cat Nap,
Carson, CA: Educational Insights, 1990.
- Worksheet:
http://specialed.about.com/od/wordwalls/ss/aws_3.htm
-Vernon,
Kayla. (2009). Apples and Alligators: Beginning Lesson Design. Journey.
http://www.auburn.edu/academic/education/reading_genie/journeys/vernonbr.htm
