JulieAnna M. Whiting
Rational: The goal of this
lesson is to
students to recognize the letter "a" and identify its /a/
phoneme. This lesson will help to
introduce the students to the vowels and their phonemes.
Short "a" is the first to be taught
of the vowels usually. It will help the
students to recognize not only the "a" symbol, but also the sound
that goes along with it. Since every
word has a vowel in it, teaching "a"- being the first of the vowels
is crucial and important. Also, it will
help the students to identify the sound of /a/ in vocal language; in
will help the students to make a correspondence.
- Primary paper and
- Paper with the phrase
(for the overhead): Ally and Abby like apple pie.
- Drawing paper and
- Pictures (for the
overhead): dog, cat, apple, orange, lady,
man, thin, fat, foot, hand.
- Pictures of short a
words and their opposites: dog, cat,
apple, orange, lady, man, thin, fat, foot, hand.
- Introduction: Explain to the
students we are going to learn
about letters. Explain that in our
language we use 26 letters to create words. They
are symbols to help us communicate to one another
speech and in writing.
- Today we are going to
learn about the
first letter of the alphabet. A
makes different sounds, but today we are going to learn what short a
makes the sound
/a/. Kind of like when someone shocks or
you- you might say /a/. Okay, now
everyone say it with me: 1- 2- 3- /a/.
- Now we are going to
all say a sentence
that uses a lot of short a
sounds. We are going to say: Ally and Abby
like apple pie. Let's say it all together. This time I want you to draw the short a
out and notice how your mouth feels and moves when you say the /a/. Aaally aaand Aaabby like aaapple pie. Can you
show me how you mouth forms when you say /a/?
- Now I'm going to show
you how to write
the symbol or letter for a. You put your
pencil just below the fence. Then you
make a curve by going up to the fence and down to the sidewalk and back
the point you started. This will make a
circle for you. But then without pulling
your pencil up, draw a straight line down to the ground.
This will give you the letter a.
- Now I'm going to say
crack. I'm going to stretch it out and
show you the /a/ in the word by listening for a shocking /a/ sound. Okay, cccc rrrr aaaa
ckckck. Crack. Did you hear the
shocking /a/ sound?
- Now I am going to
show you some pictures
of opposites and I want you to tell me which one has the /a/. Do you hear /a/ in: Dog vs. cat; apple vs.
orange; lady vs. man; thin vs. fat; foot vs. hand.
- Okay, I'm going to
read you a short
story. This is a story about Jan and
ants. Jan wants to have ants to play with.
She gets them to come to her by putting a sweet treat out for
them. But then the ants start to bite her. What do you
think will happen next? What will happen to Jan? First I'll read the story through. Then
I will read it a second time and you
give me a thumbs up every time you hear the /a/. I
will record all the words with the /a/
sound on the board as you give me a thumbs up.
"Ants in a Can. Jan grabs at an ant. Dad hands Jan a
can. 'Nab an ant in the can, Jan.' Jan adds a snack.
The ants act fast. The ants have the snack. The ants act
fast. Jan smacks the ants. 'Aaaaaa!' says Jan.
I can't have ants. Dad pats Jan. Dad hands Jan a cat."
- Now I would like you
to use one or two
of the words on the board to create a picture in your journal and then
about it. If you don't know how to spell
a word just try to spell how you think it may be spelled.
- For the final
assessment give the
students a paper with the pictures of the opposites.
Go over each picture so they can remember
what they are labeled as. (Dog, cat,
apple, orange, lady, man, thin, fat, foot, hand.) Tell
them to circle the picture with the /a/
sound. Remind them that this is a quiet
part of the lesson because you want to see if they understood the
Brace Spelling. Teacher's
Edition. Orlando. Harcourt Brace & Company. (1999).
Geri. Ants in a Can.
to the Encounters