It’s May, Let's Play!
For students to
learn how to read, they must know about digraphs. A digraph is what is
when 2 or more letters, with individual sounds, are combined to make a
single sound. This helps students learn to read more fluently. In this
students will learn that ay = /A/. This will be taught through
twisters, identifying /A/ in spoken and written language.
Pencils, a copy of the book,
Ray and the Blue Jay, chart
paper with the tongue twister “I say, can we play because it is a day
in May?” Elkonin
Letter Boxes, alphabet letters for each student, oversized letterbox
set to be
used for whole class modeling, a picture page used for assessment with
of a child playing, a person praying, someone paying, daytime, and then
pictures of non ay words such as swimming, kicking, reading,
- Today we are going to learn
about “a” and “y” and the sounds they make when they are together. Lets
put “a” and “y” together in a tongue twister.
- I want you to look up at this
paper (pointing to chart paper with tongue twister) and listen as I
read this tongue twister on the paper. Listen for our ay= /A/
sound in our tongue twister. Read “I say,
can we play because it is a day in May?” What words did we hear with
our ay=/A/? Let me say that again and I am going to listen for ay=
/A/.” I saayy, can we plaayy because it is a daayy in Maayy?”
What did we hear with ay=/A/? That’s right! Say, play, day, and
may! Ok lets say the tongue twister together and stretch out our ay=/A/
words. “I saaaayyyyy, can we plaaaayyyy because it is a daaayyyyy in
Maaaayyyyy?” Great job! I am going to read a question and I want you to
raise your hand when you think you know the answer the question. Ok
- I am a month of the
year that has the /A/ sound. That’s right Maaaayyyyyy
- I am on a farm and
animals like to eat me for food. Great, Haaayyyyy
- It is what we do
outside at recess. That’s right, we plaaayyyy!
- Now lets practice reading and spelling words
that contain ay=/A/.
Teacher will hang up her enlarged size letter boxes on the board and
invite the students to take out their letterboxes and letters.
The enlarged letter boxes will be used for the purpose of modeling to
the students. First, I am going to spell out some letters in
my boxes on the board and I want to see if you can read it.
Remember, I am going to put one mouth move in each box so our ay
letters will be in one box because they make one sound. Our first
word is hay. We should use on two letterboxes. H-ay.
Now I am going to call out words and I would like for everyone to spell
them out in their letterboxes. Some sample ay words
for a letterbox lesson along with some review words are as
follows: mad, way, wash, sway, cave, slay, same, stray.
When you are finished spelling the word, raise your hand so I can come
around to see how you did. As the teacher is walking around she
will make sure students know when to add boxes. After the
students have spelled out all the words in the boxes, the teacher will
post the spellings of the words on the board and have the class read
them aloud together.
- I think you all have a great grasp on
the ay=/A/ correspondence. Now I want to read a book, and I
want us to raise our hands every time we hear our new ay= /A/
sound! Lets read Ray and the Blue Jay. Does anyone hear our new
sound in the title? Yep, that’s right! In Ray and Jay!!
- Students will read story in pairs
assessment, I will distribute a picture page (see materials). I
will help the students name the pictures on the page. After we
have named each picture, I would like for everyone to circle the
pictures whose names have the ay=/A/ correspondence.
“ ‘A’ What did you
say?” by Kim Willis: http://www.auburn.edu/rdggenie/guides/willisbr.html
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