Annie’s Animals




Beginning Reading
Katie Burns


Rationale: Children need to have phoneme awareness in order to read and write words. Phoneme awareness is the ability to recognize phonemes in spoken language. Although recognizing vowels is difficult for children these need to be learned early since they are present in every word. This lesson will focus on a = /a/.

Materials:   Class set of letter manipulatives and Elkonin boxes
                  Elkonin boxes and letter manipulatives (a b c d h l m n r s t) for the overhead
                  A Cat Nap by Educational Insights for each child
                  Sentence strip with a tongue twister using /a/: “ Andrew and Alice asked if
                             Annie’s animals were angry”          
                  Enlarged picture of a crying baby
                  Page of pictures for each child including: man, cat, dog, fan, tree, bat, frog

Procedure:
1.    Introduce lesson by stating,”Today we are going to learn about the letter A and the sound it makes. Every time we see an a in our activity today I want everyone to think of this crying baby. What sound does the baby make?” Class responds with “aaa aaa” “This sound is important because we use it a lot when we are reading and writing words.
2.    Show them the tongue twister on the sentence strip. “Now I want us to try saying this sentence. ‘Andrew and Alice asked if Annie’s animals were angry.’ Very good. Now this time I want you to rub your eyes and cry like a baby every time we hear the sound /a/.” “Aaa-ndrew and Aaa-lice aaa-sked if Aaa-nies……”
3.    Have everyone take out the following letter manipulatives: a b c d h l m n r s t and their Elkonin boxes. Set yours up on the overhead. Demonstrate for the children how you would spell hand using the boxes and manipulatives. (lay out 4 letterboxes to demonstrate) “First I hear the /h/ so that must be h. Next is /a/ so a, then /n/ so the next letter is n and finally I hear /d/ so it must be a d”.
4.    “Now I want everyone to get out 2 boxes and spell the following words with me: am, at. Very good. Now let’s take out 3 boxes and spell these words ran, cab, sat, had. Very good. Now I want to see if we can use 4 letterboxes and spell last. Great.” (Look around at the children after each word to see if they have it before putting the answer on the overhead.)
5.    Pass out copies of A Cat Nap. Before reading have a book talk with them and say “This book is about a cat that takes a nap in a strange place. Let’s see where this cat ends up napping.” Then have the children read the book silently.
6.    To assess the children pass out the page of pictures to each child. Go over what each picture is so that the children will not be confused. “I am going to give you a paper with some pictures on it and if you here the crying child in the word then I want you to circle the picture.”
7.    Have the children break into small groups and read the book to you while the others are working on their picture pages. This is another way in which you can assess what they have learned. I would be noting miscues as each of them children read a section aloud to me.

Reference:
      A Cat Nap.  Phonics Readers Long Vowels.  Educational Insights
      Fidler, Natalie. Rub those Eyes….aaah!
            http://www.auburn.edu/rdggenie/begin/fidlerbr.html
       Earl, Laura. Ashley’s Apples.
            http://www.auburn.edu/rdggenie/begin/earlbr.html




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