Beginning Literacy
Let's Skate With Abe and Kate!
Beginning Literacy
Rationale:
When learning to read, children must develop skills in order
to decode words. In order to decode words successfully children must be
able to
distinguish between short and long vowel sounds. The goal of this
lesson is for
the students to learn the new correspondence a_e =
/A/. Students will learn the new long A correspondence
through explicit instruction, modeling, letterbox
lesson, reading a decodable book, and reading pseudo words.
Materials:
-Word cards
(cap, mad, rat, cape, made, ate, up, late, save, babe, plate, drum,
frame,
scrape, snake)
-Chalk/ chalk
board
-Elkonin boxes
(for each child)
-Letter tiles:
a, b (2), c, d, e, f, k, l, m, n, p, r, s, t, u, v (for each child)
-Book: Jane and Babe (enough copies for
partners to read)
-Tongue twister
on sentence strip: It is rare for Abe to
share his skate with Kate
-Primary paper
(for each child)
-Pencils (for
each child)
-Picture worksheet (pictures: cake,
cup, grape, mouse, gate, hat, and
snake)
-Pseudo Word
Cards: SABE, PAG, PLAVE, FLATE, PLAG.
Procedure:
1. Introduce the lesson to the
students by review the short a correspondence
a=/a/. "Who can tell me what this
word says?" Hold up a card that says cap and call on a child to answer.
/c/
/a/ /p/. "Right that words is cap, like a baseball cap. Can anybody
read these
words for me?" Hold up a card with mad, and one with rat on it. Have
students
read the words aloud. "Good. You guys really understand that a says /a/. Today we are going to learn
one way to make a says its name /A/."
2. Hold up the card that says cape. "What
do you think this word is?" Write a_e
on the board. "When you see a word that has a letter sandwiched between
a and e that a is
going to say
his name. This word is cape. P is sandwiched between a
and e. The e is silent, and is only
there to remind
a to say his name! We just read this
word as mad (hold up card), but if we added an e to
the end (hold up card). The d is sandwiched between
the a
and e, and we know the e is there
to remind a to say his name. This word must be /m/ /A/ /d/ (point to
each
phoneme as pronounced, but point to a
and e at the same time)."
3. Place the sentence strip with the
tongue twister on the board. "Let's try to read some long A
words in this tongue twister. I'll read it first, and then you
can read it with me. It is rare for Abe
to share his skate with Kate." Point to each word as it is read.
Have the
students read it with you twice. "This time let's stretch out the long A sound. It is raaaaaaare for AAAAAAAbe
to shaaaaaare his skaaaaaate with Kaaaaaaaate. Fabulous! We could
really hear a say his name!"
4."Now we are going to spell long a words using
our letter boxes."
(Students will be familiar with letterbox lessons, and know how Elkonin
boxes
are used). Draw large Elkonin boxes on the board for teacher to model
with. Pass
out Elkonin boxes and letters to each student. "When spelling long a words using our boxes we are going to
put the final e outside the boxes
because it is silent. The e silently
sits outside that boxes to remind a
to say what? /A/ Right!"
5. "I will show you an example
first. I want to spell date, like today's date is October 18, 2007.
What sounds
do I hear? /d/ /A/ /t/. First, I hear /d/. So, I'll put the letter d in my first box." (Write in the letter
d in the first box on the board) "/d/
/A/ - I hear that long a sound next,
so I will put the letter a in the
second box. /d/ /A/ /t/ - the last sound I hear is /t/, so I will put a
t in the last box." (Fill in the letters
on the board as each letter is sounded out). "Hmmm, but what am I
missing?
d-a-t says dat and I wanted to spell date. OH! I need my e
to remind a to say his
name!" (Write the letter e outside
the boxes.)
6. "Now it's your turn to spell some
words. Listen carefully because I may throw in a few review words!" Say
each
words and have the children spell them using their letters and Elkonin
boxes.
2 Phonemes:
ate, up ("Move out another
box")
3 Phonemes:
late, save, babe ("Move out another
box")
4 Phonemes: plate,
drum, frame, snake ("Move out
another
box")
5
Phonemes: scrape
7. "You did a great job spelling the
words now let's read some words." Hold up the card that says ate. "I
will read
this word. When I look at this word I see the e on the
end, and that tells me that it's going to remind a to
say his name. /A /t/ - This word is
ate! Now I want all my friends to help me read these words." Hold up
each card
that has a word used in the letterbox lesson. Have the students read
some words
as a class, and call on students to read some words.
8. "With you reading partner you're
going to read Jane and Babe. This
story is about a zoo keeper named Jane. She is friends with Babe the
lion. She
wants to play with Babe, but he won't wake up. To see is Babe will wake
up to
play with Jane we will have to read the book." Have students get with
their
partners and pass our copies of the book.
9. "Let's go back to our seats. I
want my friends to write a message about
your favorite zoo animal."
11. While the students are
completing the worksheet call them one by one to your desk. To assess
the
student's knowledge of the correspondence a - e
= /A/ have them read the following pseudo words: SABE, PAG, PLAVE,
FLATE, PLAG.
(The pseudo words should be written on flask cards, and should use long
and
short a sounds).
References:
Jane and Babe. Phonics Readers.
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