Ashley Nungesser
Beginning Reading
A Race to Place

Rationale:  Since a_e= /A/ sound is a very common but complicated sound in the English language, it is important to teach this correspondence early on.  This lesson will help identify the a_e= /A/ sound.  They will learn to recognize the correspondence in written texts and be able to correctly pronounce the sound when reading.

Materials:  Letterboxes, cutouts of the letters- d,a,t,e,k,s,f,g,p,l,n, chalk, James and the Good Day(Phonics Readers-Long Vowels. Educational Insights. 1990), paper and pencil

1) Introduce the lesson to the children by explaining that when the a is followed by another letter and then an e, the a makes the long A sound and the e is silent.
2) Model this by placing the word date on the overhead.  Bring down the letters a and e and isolate the a and explain this makes the /A/ sound.  Children, when I have the letter e followed by the a in a word it makes the /A/ sound can everyone say this sound with me, /A/.  Great job.  Now I知 going to blend the letter d in with the /A/ sound.  Can everyone do this with me?  Now we are going to add the t sound to the d and the a to say the word date.  Now everyone remember that the e is silent so lets all say the word together, d-a-t-e.
3) Now we are going to say a riddle all together to make sure we understand how to make the /A/ sound.  Write the riddle, 適ate ate cake at Jane痴 gate, on the board.  Now I知 going to point to each word and I want you to say the riddle with me.
4) Next do a letterbox lesson on the overhead and have the children tell you how to spell each of the words.  Use the words ate, take, safe, date, gate, plate, snake.  Now I知 going to put the words on the board without the boxes and I want you to spell out what each word is in your own letterboxes.
5) Now I知 going to put some words on the board and I want you to tell me which of the two words has the /A/ sound in it.  Some of the words have the short /a/ sound that we learned earlier.  Remember the a by itself says /a/.  Which word has the /A/ sound in it, band or cane, jar or bake, crab or wave, Chad or Jane, brag or brave?
6) Have the students read the book James and the Good Day individually and then have the students discuss the story.  Then have them write a story about what they have done to get in trouble with their parents.
7) For assessment, give the children a spelling test using words with short /a/ and long /A/.  Allow the children to use their letterboxes and then have them write their answers on paper so they can be checked later.  Some words are name, grade, tame, face, trade, made.


Eldredge, Lloyd, J.  Teaching Decoding in Holistic Classrooms. Prentice Hall. 1995. pp. 50-70.

Murray, Bruce A. and Lesniak, Theresa.  典he letterbox lesson: A hands-on approach for teaching decoding. The Reading Teacher. Vol. 52, No. 6. March 1999.pp. 644- 650

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