Rationale:  Children need to have an accurate understanding of phoneme/grapheme correspondences in order to decode words and succeed in reading.  This lesson will help children recognize the correspondence a = /a/ in spoken and written words by giving them memorable and meaningful representation of sound as well as exposure to its use in words.

 Materials:  A Cat Nap for each student, chart paper with the tongue twister written on it (Ally the fat cat took a nap on the mat), dry erase board for each student, markers, primary pad, pencils, list of words for assessment (hat, tack, man, chat, bag, sad)

 Procedure:

1. It is important when we are reading to know what sounds different letters make when we see them in a word.  Today we are going to learn a fun way to remember when a says /a/ in a word.  Have you ever been really scared by something and you screamed out A-a-a-a?  That is the sound that the short a makes.  Now using our quiet voices, let's pretend like we have just seen something really scary and we are all going to yell out A-a-a-a! Good job!!
2. Now let's look at a tongue twister.  Let's all read it together (Ally the fat cat took a nap on the mat).  Good job!  This time let's draw that /a/ sound every time we hear it.  If you forgot what sound to make just remember the sound you make when you are scared.  Let's try (AAAAlly the faaaat caaaat took a naaaap on the maaaat).  Great job!
3. Now we are going to practice how to write that /a/ sound.  Everyone take out a piece of lined paper and a pencil.  First let's start just underneath the fence.  Go up and touch the fence and then around and touch the sidewalk.  Then make a line going straight down from the fence to the sidewalk.  Everyone do that ten times on their paper.  I am going to walk around and look at all you're a's and make sure they look just right.
4. Since everyone is doing such a great job, I think we can move on to our next activity.  Everyone take out their dry erase board and one marker.  I want you to think of as many words as you can that have the /a/ sound and write them on your board.  You can look at our word wall or think of your own words.  Everybody take a few minutes to do that.  Now that you have some words written down, I want you to underline the letter in each of those words that makes the /a/ sound.  When you have done this hold up your board for me to see.  Great job!
5. Now let's look at how you would read a word with the /a/ sound.  Let's look at map.  First let's look at the a in the middle.  It makes that scary /a/ sound.  Before the a is an m.  It makes an /m/ sound.  So far we have ma.  Finally we need to add the /p/ sound on the end.  Then we have map.  Now let's all look up at the tongue twister again.  Everyone try to read the tongue twister silently.  Remember the hints I just gave you about how to read those words with the scary A-a-a-a sound.  Great job!
6. Next we are going to read the book A Cat Nap.  Have you ever had a cat?  Well if you have then you will know how much they take naps.  This is a story about a cat who takes a nap in a gym bag.  What is going to happen when he wakes up in a strange place?  We will have to read it to find out.  I want all of you to take out your book and read it quietly to yourself.  Remember the /a/ sound that we worked on today.  I am going to come around and listen to you read.  If you need any help, raise your hand.
7. Everyone take out your primary pad and pencil and write a message about a pet that you have had and some of the funny things that they have done.  I bet you have some great stories!
 

 Assessment:  I will assess the studentâs knowledge of the a = /a/ correspondence first by evaluating their reading of A Cat Nap.  For additional assessment I will have each student come to my desk and read short a words (hat, tack, man, chat, bag, sad).

 References:

http://www.auburn.edu/rdggenie/openings/minkbr.html (Beginning Reading/ Aaaa! Being Happy!)

Eldredge, J. Lloyd.  (1995).   Teaching Decoding in Holistic Classrooms.  Prentice-Hall.  1995. p107 ö 110.

A Cat Nap.  Phonics Readers Long Vowels.  Educational Insights

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