Rock the Baby
Emergent Literacy Design
for students to learn how to read they need to gain an understanding of
graphemes and phonemes. Graphemes are
letters that represent sounds and phonemes are sounds or “mouth moves”
which spoken words are made. For
example, e is the grapheme for the phoneme /e/ as in egg.
Students have to learn to recognize phonemes
in spoken words. This lesson will help
students identify /a/ (short a).
Students will learn to recognize /a/ in spoken words by learning
phrase or action that will help them represent the sound and by having
symbol. After students have a way to
represent /a/ they will then practice finding /a/ in words I have
paper and pencil
Chart with “Aunt Ann ran to the
sandy beach to tan”
A card with /a/ written on one side and a question mark on
side for each student in the classroom
Drawing paper and crayons
Book: A Cat Nap
page with rag, bag, sun, mat,
pot, hat, mitt, fan, man
- Introduce the lesson by
telling the students that all words are made up of sounds.
Some sounds may be represented by more than one letter. The hard part is figuring out what letters
stand for what sounds. Today we are going
to work on spotting the /a/ sound. At
first /a/ will seem hidden in words, but soon enough with practice you
will be able to spot /a/ in all kinds of words.
- Ask students: Have you
ever been in a room with a baby crying and their wailing cry sounded
like /a/? That’s the sound we are looking
for in words. Let’s pretend to cry like a
baby and say /a/. [Wipe your eyes like a crying baby.]
A baby cries when he is hungry. Cry
like a baby: /a/.
- Let’s try a tongue twister. “Aunt Ann ran to the sandy beach to tan.” Everybody say it three times together. Now say it again, and this time, stretch the
/a/ found in the words. “Aaaunt Aaann
raaan to the saaandy beach to taaan.” Try
it again, and this time break it off the word: “/a/
unt /a/ nn r /a/ n to the s /a/ ndy beach to t /a/ n.”
- [Have students take out
primary paper and pencil]. We can use the
letter a to represent /a/. Watch
me as I write the letter a. I
am going to start at the fence and curve down to the sidewalk like I
would write a lowercase c. Without
lifting my pencil I am going to go back up to the fence where I started
my curve and draw a line straight down to the sidewalk with a tail at
the end. Okay now I want to see everybody
write the letter a like I did. After
I put a smiley face on it, I want you to make nine more just like that
one. When you see the letter a
all by itself in a word, that’s the signal to say /a/.
- [Call on students to
answer and tell how they knew that was the answer.]
Do you hear /a/ in ran or run? Flat
or round? Skinny or fat?
Last or first? Orange or apple?
[Pass out a card to each student.] Let’s
see if you can spot the sound /a/ in some words. Show
me /a/ if you hear /a/ and the question mark if you don’t.
[Give words one by one.] Aunt, Ann, ran, to, the, sandy,
beach, to, tan.
- [Read A Cat Nap and talk about the story. Read it again, and have students raise their
hands when they hear words with /a/. List
their words on the board. Then have each
student draw a cat and write a message about it using invented spelling. Display their work.]
- For assessment, provide a
picture page for each student with some pictures representing words
with the sound /a/ in it and others with out. Have
students circle the pictures whose names have /a/ in them.
S. 1990. A Cat Nap. Carson, CA:
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