Beginning reading design
Aaaaaaaa…..The Baby and the Cat Said
Beginning readers must have an understanding of the alphabetic principle in order to read. They must understand that the letters (graphemes) in written words map out phonemes (sounds) of spoken words. If they have a grasp on this principle then they will be able to develop phoneme awareness, which leads to literacy. Beginning readers must be able to decode words with fluency so that they can read with ease. Short vowels are the taught first in beginning reading instruction. This lesson will be teaching the correspondence a=/a/. I will first allow them to hear the /a/ correspondence in spoken words. At the close of this lesson, children will also be able to spell and read words with the a=/a/ sound by a letterbox lesson and reading a new book, Pat’s Jam.
∙wipe off board
∙Sentence strip with the tongue twister on it, Sam had mash yam at camp.
∙bags with letters (a,t,s,d,,o,p,l,b,f,g,j,u,m,n) in them for each student
∙letterboxes for each child
∙large letterboxes and letters for teacher
∙Copies of Pat’s Jam for each student Educational Insights 1990
∙Large cards with the words that were spelled: 2- (at), 3- (sad, top, lap, bat), 4- (flag, sand, jump), 5-(stand).
∙Worksheet with pictures on it
∙Pencil for each student
∙Cards with the pseudowords: pag, har, krae, tey, waf, cag.
1.I will start the lesson by telling the students that we will be learning the letter a and its’ sound. a=/a/. Class, today we are going to learn about the vowel a. We are going to learn about the letter a and the sound that it makes. The /a/ sound in many words like: cat, bat, nap, flag. Now that I said those words, Can you hear the sound that /a/ makes. I will give sometime for their responses. The /a/ sounds like a crying baby, “aaa aaa” As we learn the /a/ sound think of a baby crying. We can even put our hands like a crying baby. I will model crying like a baby.
2.In order to teach the background knowledge, I will write the letter A on the board. Then I will model the crying baby sound again. Before I tell you the tongue twister, Can you pat your head if you hear the /a/ sound in any of these words (cab, shell, black, brag, off) I will be watching to see if they are patting their head or not. Now students in order to remember the /a/ sound, I have a tongue twister that I want us to learn. I am going to say it one time and then I want you to say it as I point to the word. Saaaaaam haaaaad maaaash yaaaam aaaat caaaamp. I will point to the sentence strip and get them to say the words. Now I want you to say it and make sure that when you hear the /a/ sound I hear you crying like a baby…..Did everyone hear the /a/ sound? Good Job. Now I am going to say some words raise clap your hands one time if you hear the short a sound. At or it. lap or get. bat or run. Win or flag. Stand or chest.
3.Then I will hand out letters and letterboxes to each student. Boys and girls we are going to be spelling words by using these letters. I want you first to open your bag and turn all your letters on the lower case side. I will give them time to do this. Now I want everyone to look up here at the board. I am going to show you an example of how to spell a word. Listen very carefully so that you can hear all the sounds or phoneme in the word. I am, going to spell the word rat. This word has three sounds so I am going to use three boxes. First I hear the /r/ sound so I am going to put the letter r in the first box. Then I hear the /a/ sound I will put the letter a in the second box. Last I hear the sound /t/ so I will put the t in the last box. This will be done slowly and on a large letterbox so that everyone can see while I am modeling. After I am done with the example I will continue with the letterbox lesson. I will start with two phoneme words through five phoneme words. I will say the words, at, sad, top, lap, bat, flag, sand, jump, stand. After saying each word I will model the spelling on the board but we will NOT say or read the words. While the children are spelling I will walk around to watch and assist those who need it.
4.After they are done spelling the word, I will spell each word using the large letterboxes and letters. Class I will now spell the words for you and I want you to read them. I will be looking around to see if they are saying the word. If the class has a hard time with a word use the body-coda blending to help reading. For example if one of my students is having a hard time with the word, bat. I will start with the vowel then the b and t sound.
5.Students, I would like it if you would please pick up your letters. Put them back in the bag and then put your bag and boxes in the corner of your desk. While they are cleaning up I will be passing out the book called, Pat’s Jam. I will then give a book talk. This book is about Pam and Pat. Pam and Pat go to the store in their van to get ham and jam. On the way home from the store the van breaks down. Are they going to be able to get home to eat? Let’s read and find out.
6.I want everyone to read the book and I am going to be walking around so that I can hear everyone. I will be walking around listening to them read, Pat’s Jam.
7.Now I put your book with your letters and letterboxes. I want you to take out a pencil. Then wait for my directions. I will pass out a worksheet for assessment.
will pass out a
sheet that has pictures with the /a/ sound like: cab,
crab, black, bag, ham, fan, trash, bat. There will also be
pictures that don’t have the /a/ sound like: bell, bed,
tent, brick, sock, sun. I will first go over what the
pictures are so that no one will be confused. If you hear
the /a/ sound in these pictures than I want you to circle
it. The words of the pictures will be there so they can match the
with the word also. While the class is doing this I will assess small
showing them cards with words that are made up with the /a/ sound. The
will be like:
If you hear the /a/ sound in these pictures than I want you to circle it and if you do not hear the /a/ sound then put an X on the picture.
cat crab brick
bell black fan
bag ham bat