Shaunita Strozier
Emergent Lesson Design

The Crying Baby

 
Rationale:  In order for children to be able to read and write, they must be able to distinguish the individual sounds in words.  These individuals' sounds are calls phonemes.  Phonemes are the basic vocal gestures form which the spoken of language are contracted.  Children must be given several opportunities to work with these sounds and be able to distinguish separate phonemes in words.  This lesson word on the phonemes /a/ (short a).

Materials:  Primary paper and pencils, drawing paper, crayons, blackboard with the tongue twister "The cat in the hat got a mat for his rat" on it.  Chalk, a poster with a picture of a baby on it; index cards with cat, bug, hat, sit, book, and mat written on them.  You will also need tape to tape the index cards to the baby; a marker to draw smiley faces on primary paper, worksheet with pictures of a cat, a mat, a house, a dog, a book, and a bag (enough for the class), and enough copies of Pat's Jam.

Procedures:
1.  The teacher will introduce the lesson by explaining, "writing is a secret code".  This code can only be broken if we learn the mouth movement for each letter.  Today, we are going to learn the short /a/ sound.  Once we learn the short /a/ sound, we will be able to sound out many words in our reading.
2.  Have anyone ever heard a baby crying?  The short /a/ sound sounds just like a baby crying.  It sounds like this:  aaaaaaa.  Let us say it all together (class responds aaaaaa).  Did you notice the movement of your mouth?  Let us try it again, this time notice the movement of your mouth.  Ok, class let us make the baby sound again (class responds aaaaaa).
3.  Have a tongue twister on the board:  The cat in the hat got a mat for his cat. The teacher models the tongue twister first.  Now everyone lets do it together.  (Class responds) Now this time we all will say it together but say the sentence slowly.  Ready (class responds: Theee caaat inn thee haaat gott aaa maaat forr hiss raaat.  Good jog class.
4.  (Have the students take out their primary paper and pencils) Now, that we know what short /a/ sounds like, let's write it.  The teacher models the letter a on the board first.  Then say:  Class first start at the fence, then curve downward to the sidewalk (like a "C").  Next, draw a straight line up to the fence, and then go back down that line to the sidewalk.

I want to see everybody's a.  After, I put a smiley face on it.  I want to make a row just like it.  When you see the letter /a/ in any of the words in our readings that is a sign for you to say the sound that a baby makes.  It is the /a/ sound.
5.  Call on students to answer and tell how they knew:  Do you hear the /a/ sound in mat or rug?  Apple or pear?  Cat or dog?  Bat or fly? Ok, now I am going to must some words in the baby's mouth.  Remember this baby can only say the aaaaa sound.  If you hear a word that has the aaaa sound raise your hand.  If you do not hear the aaa sound, do not raise your hand.  Tape these words up to the baby's month and ask this word is cat, does it have the aaaaa sound.  Repeat steps for gas bug, hat, sit, book, and mat.
6.  Read Pat's Jam and talk about the story.  Read it again and have the students raise their hand when they hear the /a/ sound.  List the words on the board.  Then have the students draw a picture of a baby and have them write a message about it using invented spelling.  Display their work.
7.  For assessment- distribute a picture page and help the students name each picture.  Ask students to circle the picture that has the /a/ sound.

References:
Elderidge, J. Lloyd. (1995). Developing Phonemes Awareness.  Teaching

  Decoding in Holistic Classroom.  New Jersey.  Prentice-Hall. 57-59
 
 

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