Aaaa! It’s A!
Amanda Kaye Owens
Topic: Phonemic Awareness a=/a/
Rationale: Phonemic Awareness is one of the
of reading success because students must be able to connect spoken
written graphemes. Students will create
a relationship between the vocal gesture of /a/ and its grapheme map in
and words. In this lesson students will
orally distinguish the phoneme /a/ through a read aloud
as well as recognizing the grapheme in
writing and print through inventive spelling.
paper and pencils for each
for each student or groups of students
A Cat Nap Educational
page for assessment
- Objective’Today we are going to learn about
the secret code that helps us learn to read and write.
The letters of the alphabet are really symbols for the
sounds and mouth movements we make when we say different words. . Every letter in the alphabet has a special
mouth move. Today we will learn the mouth
move for the letter a.
- Review ‘Have you ever been so afraid
that you put your hands on your face and screamed ‘Aaaahhhh!?’ Everyone
try it in a whisper scream’ That’s the same way our mouth moves when we
say /a/. Our lips are round.
Look in the mirror with your partner or group and say /a/
three times. Try these words while you
practice apple, alligator.’
- Explanation ‘Now
lets try a tongue twister, it’s on the chart. ‘Ally
the alligator asked Adam for apples.’ Let’s
say it twice together, think about the way your mouth moves with each
word.’ Repeat twice. ‘When
I hear these words I think about all the sounds I hear.
In the word Ally I hear an /a/ first like /Aaaa/lly. Model for students the sounds in the word and
the mouth movements of /a/. ‘Let’s really
stretch out the /a/ sound now, ‘Aaaallly the alligator aaaaasked
Aaaaadam for aaaaples.’ Good, now let’s break off those /a/ sounds,
/A/lly the /a/lligator /a/sked /A/dam for /a/pples.’
Good, did you feel your mouth get round with each /a/ sound?
- Model Give students primary paper and
pencils. ‘Does anyone know the letter we
use to represent the /a/ sound? Which
letter tells us the code for our mouth?’ Students answer or tell them. Have the letter a printed on the board. ‘When we see this letter, it tells us the code
for its sound. We know to make the /a/ sound.’ Lets
practice writing some a’s.’ Start a little
under the fence, go up and touch the fence, go around to the sidewalk
and back up again. Then come straight down. Model
for students a few a’s on the board. ‘Now,
it’s your turn, write an a and I will come around and help you.’ When
each student has the concept ask them to write 5 more on the line. Go
around the room to assess and assist. ‘Great
job on writing a. When we see this letter
we know to move our mouth in a circle and make the a sound.’
- Practice ‘I have a game for you to play. See you if can guess the word I am thinking of. Remember to listen for the sounds in each
one.’ Go through riddles like:
thinking of an animal that has /a/ in
the middle of the word, is it dog or cat?’
am thinking of a fruit we eat. The first sound you hear is /a/. Is it
- Text ‘Great job at figuring out my game. You remembered the special way your mouth
moves when you hear /a/.’ I have a special
book today about a cat that is very sleepy. I am going to read it once
and I want you to listen for words with the /a/ sound.’ Read the book,
using brief conversation throughout to monitor comprehension. ‘I am going to read it one more time, when you
hear a word that has /a/, make the scared face from before.’ Model for
students. We will list some of the
words on the board. Read again, model writing a with the words and
think out loud about the symbol it gives in the alphabetic code.
- ‘Very good listening and figuring
out those /a/ words and movements. Let’s pretend that this was your
cat. What kinds of things would you do with him? Write them down in a
sentence.’ Walk around room discussing
ideas and praising a’s.
- ‘Today you learned how to crack
the code of reading and writing. You can
remember the way your mouth should move when you see an a in a word.
Now a will never make you afraid and say aaahhh again!’
- Assessment: Give students a picture page with
/a/ sounds. Go over each picture and ask them to color the ones they
hear /a/ in. Discuss the pictures they
colored and model phoneme in each.
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Earl. Abby the Alligator. http://www.auburn.edu/rdggenie/begin/earlel.html