You Take the Cake!
By: Lauren Ogle
Rationale: the student will learn about the long vowel a_e=/A/. The student will be able to identify, read, and spell words that include the long vowel /A/. The student will be able to pronounce words with the long vowel a_e=/A/. She will be able to remember the long vowel from a picture of cake. Also, the student will be able to identify the long vowel in the letterbox lesson, and she will read a decodable book based the long vowel a_e=/A/.
Letters from a letterbox, decodable book, long vowel image, and sight words that include the long vowel
The sight words will include cake, slate, blaze, flake, and phase. The letter for the letterbox will include a, b, c, e, f, k, l, p, s, t, z.
The long vowel image will be of a cake. Also, I will have a decodable book Long a Story. I will have a variety of pictures, such as apple, cake, bat, blaze, hat, and lake, so my student can identify which picture has the long A sound in the pronunciation of the words.
Primary paper and pencil
1. Say: "In order to become a great reader we have to learn about the long vowel /A/. We learned short vowel words with a, like cap, and we will be learning about the long A and the silent e to make the long A sound, say A. When I think of A, I think of the word cake. "(Show image)
2. Say: "I am going to say a few words and I want you to repeat them. I want you to say ccccaaakke and now I want you to say bbbbaaakke. Did you feel your mouth’s lips form a big A when you said the words cake and bake?" At this time I will see if the student is having trouble saying the words that include the long vowel A.
3. Next, I will have my student identify pictures that of an apple, cake, bat, blaze, hat, and a lake. After she identifies them, I will ask her if she hears a long A sound or a short a sound for each picture. My goal is for her to be able to tell the difference between the long A vowel sound and the short a vowel sound.
4. Now we will start on the letterbox lesson. Will give an example of a word for her to get a feel of what I want her to do when I call out a word. First, I will show her how to spell the word brace. I will have four letterboxes displaying, and I will show her where the long A and silent e goes, and we will discuss why I put them in the location. Then, I will finish spelling the word out.
5. Next, I will have the student spell the words: apple, cake, bat, blaze, hat, and lake in the letterboxes, and I will tell her that sounding the words out will help her to find the correct letters that spell the words. After the she completes the letterbox lesson, I will have the student read the words that she spelled.
6. Say: "I am going to introduce the Long A Story. The story is about two friends Fay and Jane and they were playing well together. Jane was not being very nice to Fay. I wonder if Fay will go home or not?" Then, I will have the student read the story.
7. For the assessment, I am going to have the student write a short story, by using invented spelling on primary paper, about her favorite birthday cake. My goal is to see if her short story is phonemically aware.
"Long a - Story." ESL Resources for Teachers: Printable Worksheets, Games, Lesson Plans, and More! Web. 16 Apr. 2012. <http://stickyball.net/phonics.html?id=347>.
"Phonics Example Words." Auburn University. Web. 16 Apr. 2012.
These are the pictures
for the words apple, cake, bat, blaze, hat, and lake .