by Mary Cox Brown
Rationale; To lear
to read and spell words, children must understand that phonemse map out
graphemes in a sentence and that graphemes form phonemes. this
lesson will teach the correspondence a-e= /A/.
Materials:
The book A Race on the Lake
White or chalk board
chalk or markers
laminated letters
individual sets of letter boxes
Procedure
1. We will be introducing a new letter combination today, that can be sort of confusing, but with a lot of practice we can make it something that we understand. I will tell them a ways to remember this is when they see a word wiht an a followed by another letter with an e on the end the e makes the vowel say its name.
2. Then i will show them an example like lake and i willshow them the followed by another leeter and an e at the end. I will ask what the word is that says its name. And the a will know its an /a/ sound because of the e on the end.
3. I will show the students how to read a_e= /A/ by writing examples on the board. Some example words would be lake, wade, rake, safe, wave, tape, made, and gate. In each word I will say the word slowly and allow the students to repeat after me. This way they get practice saying the words as well as seeing them at the same time.
4. Next I will take some of the same words used above and have the children use their letters and letter boxes to spell them out as I say them. ( i will of course have earased the board so they cannot see the actual words) I would also add in new words such as ate, sapde, late, bake. They will each be forming their own spellings using the practice we had earlier to figure in the extra vowel.
5. I will use a decodable text. A Race on the Lake, to reniforce the correspondence a_e= /A/. This text has the correspondence throughout the book and students would be reading the correspondence multiple times and get lots of practice.
6. To assess each child I will have them each read to me the story A Race on the Lake. This way i will know if they understand the a_e -/A/ and if they can read a book which focuses on that correspondence. I would also have the students read a list of words containing the correspondence words as well as words with previous correspondences. This way i can assess prior knowledge as well as newly learned material.
Reference
Gwen Childs
1st Grade, Vestavia East Elementary School
Birmingham, AL
2005
back to constructions
Materials:
The book A Race on the Lake
White or chalk board
chalk or markers
laminated letters
individual sets of letter boxes
Procedure
1. We will be introducing a new letter combination today, that can be sort of confusing, but with a lot of practice we can make it something that we understand. I will tell them a ways to remember this is when they see a word wiht an a followed by another letter with an e on the end the e makes the vowel say its name.
2. Then i will show them an example like lake and i willshow them the followed by another leeter and an e at the end. I will ask what the word is that says its name. And the a will know its an /a/ sound because of the e on the end.
3. I will show the students how to read a_e= /A/ by writing examples on the board. Some example words would be lake, wade, rake, safe, wave, tape, made, and gate. In each word I will say the word slowly and allow the students to repeat after me. This way they get practice saying the words as well as seeing them at the same time.
4. Next I will take some of the same words used above and have the children use their letters and letter boxes to spell them out as I say them. ( i will of course have earased the board so they cannot see the actual words) I would also add in new words such as ate, sapde, late, bake. They will each be forming their own spellings using the practice we had earlier to figure in the extra vowel.
5. I will use a decodable text. A Race on the Lake, to reniforce the correspondence a_e= /A/. This text has the correspondence throughout the book and students would be reading the correspondence multiple times and get lots of practice.
6. To assess each child I will have them each read to me the story A Race on the Lake. This way i will know if they understand the a_e -/A/ and if they can read a book which focuses on that correspondence. I would also have the students read a list of words containing the correspondence words as well as words with previous correspondences. This way i can assess prior knowledge as well as newly learned material.
Reference
Gwen Childs
1st Grade, Vestavia East Elementary School
Birmingham, AL
2005
back to constructions