Don’t Cry Baby
Emergent Literacy Design
Rationale: To learn to read
and spell words, children
need the alphabetic insight that letters stand for phonemes and
out the phonemes in spoken words. Before
children can match letters to phonemes, they have to recognize phonemes
spoken word contexts. Short vowels are
probably the toughest phonemes to identify.
This lesson will help children identify /a/ (short a).
They will learn to recognize /a/ in spoken
words by learning a meaningful representation and a letter symbol, and
practice finding /a/ in words.
Materials: Primary paper and pencil,
and paper that has
the following on it: “Andrew and Alice
asked if Annie's active animals were angry.” A Cap
Nap (Educational Insights); picture page with cat, dog, nap, hat,
(Modern Curriculum Press Phonics,
1. Introduce the lesson by explaining that
our written language is a secret code.
The tricky part is learning what letters stand for- the mouth
make as we say words. Today we’re going
to work on spotting the mouth move /a/.
At first /a/ will seem hidden in words, but as you get to know
you’ll be able to spot /a/ in all kinds of words.
- Ask students: Did you ever hear a baby
crying say /a/? That’s the mouth move
we’re looking for in words. Let’s pretend
to cry like a baby and say /a/. (Rub eyes
and cry) We sound like the baby crying. Cry like a baby /a/.
- Let’s try a tongue twister (chart).
Say it three times together. Now say it
and stress the /a/ at the beginning of the words. "Aaaandrew and Aaaalice aaasked if Aaaannie's
aaaactive aaaanimals were aaaangry.” Try it again and this time break up the words.
- Pencil and paper.
We can use letter a to spell /a/. Let’s write it. Start
under the fence. Go up and touch the
fence, then around and touch the sidewalk, around and straight down. I want to see everyone’s a. After I put a smile on your paper, I want
you to make nine more just like it. When
you see the letter a all by itself in a word, that
makes the /a/ sound.
- Let me show you how to find a in crat. I’m going to
stretch cat out in super slow motion and listen for the baby crying. C-C-C- a-t. C-C-C-a-a-a…there
it is! Did you here the baby crying /a/ in
- Call on students to answer and tell
you how they knew: Do you here /a/ in cat
or cup? Walk or run? Dog
or hat? (Pass out a card to each student)
Cry like a baby if you hear /a/. " Andrew and Alice asked if Annie's active animals were
- Read A Cat Nap and
talk about the story. Read it again and
have students raise their hands when they hear words with /a/ in it. List their words on the board and then have
the students to draw a crying baby and write a message about it. Display their work.
- For assessment, distribute the picture
page and have students to name the pictures with /a/ in it.
Hummer, M. Mouth Movements and Gestures for
. The Reading
Schuler, J. (2005) Freddy’s
. The Reading
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