Hi, My
Beginning
Rationale:
In order to become
fluent readers, students must be
able to decode different correspondences. They must also understand
that short
vowels and long vowels make different songs and may have different
correspondences. In this lesson we will review a = /a/ and I will
introduce a _
e = /A/. I will introduce this correspondence with a letterbox lesson.
The
students will spell and read words in the letterbox lesson and will
also practice
with pseudowords.
Materials:
Set of Elkonin boxes for each
student
Teacher set of Elkonin boxes
Letter tiles w, a, k, e, r, t,
i, g, m, f, u, n, c, h, s,
p, b for each student
Teacher letter tiles w, a, k, e,
r, t, i, g, m, f, u, n, c, h, s,
p, b
Sentence strip saying Abe made a
candy cane and ate it all up
Board and writing utensil
Jane and Babe, Educational
Insights, 1990 for each student
Primary paper, pencils, and
crayons/color pencils
Pseudoword cards
Procedures:
1. I will
introduce the lesson by reviewing the
short a sound. “Does anyone remember
the sound that a makes?
That’s right, just like a crying baby, a can make the
/a/ sound.” Next I will
explain that a makes a different
sound when there is an e at the end
of the word. “Now, we know that a makes
the crying baby sound but I am going to show you how a can
make a different sound, too! Sometimes a tells us what
its name is in words. It does this when there is a
silent e at the end of the word.” I
will write a_e and make
on the board. “Let’s look at this word on the board. If I took off the
silent e on this word it would say mmmaaakkk-
the a would make a sound like a crying baby but when I
add the silent e to the end of the word, a
tells us what its name is, mmmAAAkkk.”
2. I will
next take out a sentence strip with Abe made a candy cane
and ate it all up written
on it. First I will read it to the students. Then I will have them
repeat after
me. Then we will read it together and stress the long a
sound. “While we say this tongue twister, every time you hear a saying its name I want you to wave
hello since a is introducing itself
to us. AAAbe maaade a candy caaane and
aaate it all up.”
3. Next I
will take out my Elkonin boxes and stick
them on the board. I will ask my students to take out their Elkonin
boxes and
letters and follow along. The students have all done letterbox lessons
before,
but I will model how to do a word with a silent e. “
I want everyone to open up three boxes. If we have three boxes
open, how many sounds does our word have? That’s right, three sounds!
So if we
had our word make from before where
do you think the silent e would go?
Let me show you. We hear the mmm then
aaa and lastly kkk. But wait, a was
saying its name so I know that the e
goes outside the last box because it doesn’t make a sound, it just
tells me
that a is saying its name. Let’ s get
started.”
Have students spell 3-[wake,
rat, kite, game, fun, chin] 4-[space, brake, clap, skate] 5-[scrape]
Letters used: w, a, k, e, r, t,
i, g, m, f, u, n, c, h, s,
p, b
4. Once
the students have spelled all the words I will
tell them that I am going to spell the words and they are going to read
them
back to me. “I am going to use my letter tiles to spell some words for
everyone
on the overhead. When you think you know what the word is I want you to
raise
your hand. Once I see that everyone has their hand raised I will tell
all of
you to tell me what it says at the same time. Let me show you how to
read this
word first. The word is rat. I see rrr-aaa-ttt
oh, rat!” I will then
proceed to spell the words from the letterbox lesson above on the
overhead.
5. Once
the students have read all the words on the
overhead I will introduce our new book Jane
and Babe. “ In a minute you are going to read this story, Jane and Babe. Babe is a
lion and lives in a cage. One day a
lady named Jane goes into Babe’s cage while he is sleeping. She does
everything
she can to wake him up, but he is still sleeping. I wonder when Babe
will wake
up and if he will be mad at Jane. I guess we should all read to find
out!”
Students will now take the time to read the book.
6. After
the student shave finished reading the book I
will have them take out their primary paper and pencils. “Now that we
have just
read about Jane and Babe and how they play at the zoo, I would like for
you all
to write me a message about the zoo. I would like for you to tell me
about what
animals you like the most and maybe which ones you do not and why. If
you have
never been to the zoo, tell me about what you imagine the zoo to be
like. Once
you are done writing your message you can draw and color a picture to
go along
with what you wrote.
7. As an
assessment tool I will call up each of the
students individually while they are writing their messages. I will
have a
series of psuedowords for each student to read. The pseudowords will
show me if
the students understand the correspondence a_e = /A/ and I will also
have some
other correspondences to see what they are unfamiliar with. Examples of
words:
Reference:
Copenhaver, Liz. Ike’s
Ice Cream is Icy.
http://www.auburn.edu/rdggenie/connect/copenhaverbr.html
Jane and Babe, Educational Insights,
1990.