Shake
with A
Emily
Borders
Beginning Reading
Rationale: Once a
student has learned short vowel correspondences, they should begin to
learn
long vowel ones. Mastering the long
vowel correspondences can be tough because there are so many for each
letter,
but as long as they remember that two letters can pair to make a single
sound,
it will be less complicated. This lesson
is designed to teach children ai says /A/ and ay says /A/;it will
review a=/a/
as well. The students will practice A in a letterbox lesson.
Materiels: 1. Letterboxes for each child.
Set of laminated
letter tiles for
each child (d,a,y,l,p,w,k,f,r,I,t,s,b,c,i
)
Copy of James
and the Good Day for each child
Teacher overhead
letterboxes and
letters
Pseudo Word Flash
card sets for
partners
overhead projector
Procedures:
“We already know a lot about the
letter A. Can anyone remind me of a sound
letter a makes. (students say a=/a/) Good, we also learned what a says
when it is followed by another letter and an e. Can
anyone tell me? (/A/) I am so glad you
remember. Today, we are going to learn
about two more combinations of letters that say /A/.
The first is ai. When you see a and
I side by side in a word, you will know that it says /A/.
Look at this word: rain. When I see
the ai, I immediately know it says /A/. When
I put the /r/ at the beginning and the /n/ at the end, I get the word
rain. Now you try. Pail. (Students say pail). Very
good.
2.
When you see ay in a word, it also says /A/.
Look at this word: bay. I know the
ay says /A/. When I put the /b/ in front
of it , I get the
word bay. Now you try: hay.
(Students say the word hay).”
- Next, explain what the letterboxes are
for, and pass them out as well as the letter tiles.
Make sure the children understand that only one sound goes
in each box. “I am going to get you to
spell some words now. (Model the word pain
in the teacher letterboxes on the overhead).
Words:
2(day), 3(laid, play, wake, fray, wait) 4(stray,
black, trail)
- Next, explain to the children that you
are going to spell some words and they will read them back to you. (Model with the word pain).
Give the student 5 seconds to sound the word out, and then
ask all students to say the word together.
Words:
2(day), 3(laid, play, wake, fray, wait) 4(stray,
black, trail)
- Give each student a copy of James and
the good day. Introduce the book: James wakes up and decides it is going to
be a great day! When he starts the bathtub with plans to play
with his boats, something happens. Will it ruin his good
day? Lets find out! Allow the student to
readsilently. If they encounter any
problems, have them
raise their hand and wait for teacher assistance.
- For the final activity, have the
students read pseudo words from flashcard to teacher.
.
Sample words:
main, fay, kaid, chay, taish
Assesment: To
be done throughout the lesson by the
teacher.
Resources:
Sara Roehm, http://www.auburn.edu/rdggenie/insp/roehmbr.html
Jake Makes Cake
James
and the Good Day, Educational Insights, 1990
Murray, BA &
Lesniak, T. (1999) The Letterbox Lesson, A Hands On Approach for
Teaching Decoding. The Reading Teacher.
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