Jessica Evans

 
Aaaa-Aaaa-Apple!

 

Rationale:  A key component to children’s success in reading is phoneme awareness.  In order for a child to become phonemically aware, they must first recognize short vowel sounds and learn to decode unfamiliar words. 

 

Materials:  Primary paper, tongue twister on chart paper (Apples fall in fat cat’s hats on Ashley’s alligator path), picture page containing words such as dog, fat, mad, apple, pig, sit, hat, hen, frog, cat, hand  and mat, a dry erase marker, and A Cat Nap by Educational Insights.

 

Procedures:

1. HOW MANY OF YOU HAVE EVER EATEN SOMETHING THAT IT ROUND AND RED AND GROWS ON A TREE?  WHAT IS THAT THING CALLED?  THAT’S RIGHT—AN APPLE!  ALMOST EVERYONE HAS EATEN AN APPLE RIGHT?  TODAY WE ARE GOING TO TALK ABOUT THE /a/ SOUND, LIKE WE HEAR AT THE BEGINNING OF /a/a/a/PPLE.  

2. I HAVE A TONGUE TWISTER WRITTEN ON THIS CHART THAT HAS A LOT OF WORDS WITH THE /a/ SOUND IN IT.  WHEN I POINT TO THE WORDS, I WANT YOU TO TRY TO HELP ME READ IT OUT LOUD.  READY?  (Read tongue twister as a group)  APPLES FALL IN FAT CAT’S HATS ON ASHLEY’S ALLIGATOR PATH.  VERY GOOD!  LET’S READ IT AGAIN TOGETHER AND WHEN WE HEAR /a/, LET’S STRETCH IT OUT.  FOR EXAMPLE: /a//a//a/PPLE.  (Repeat while stretching out /a/) 

3. I will then give a short lesson on the proper way to write an “a”.  The children will write the letter on their primary paper while I am demonstrating it on the board. 

4. YOU GUYS ARE REALLY SMART!  NOW WE ARE GOING TO READ A REALLY GOOD BOOK TO YOU AND I WANT YOU TO LISTEN AND LOOK FOR THE /a/ IN WORDS.  THIS IS A BOOK ABOUT A CAT—RAISE YOUR HAND IF YOU HAVE A CAT.  THIS CAT LIKES TO TAKE NAPS—I LIKE TO TAKE NAPS—DO ANY OF YOU LIKE TO TAKE NAPS?  WELL, THIS CAT TAKES A NAP AND WAKES UP SOMEWHERE NEW!  WHERE DO YOU THINK HE IS?  HOW DID HE GET THERE?  LET’S READ TO FIND OUT!  (I will put all students with a partner so that they can read the book aloud together)

5.  Afterwards, I will give each student a picture page containing pictures and the name of the object underneath the drawing.  EVERYONE LOOK AT YOUR PICTURE PAGE.  THERE ARE SOME OBJECTS ON THIS PAGE THAT HAVE THE /a/ SOUND IT THEM.  WHEN YOU SEE THOSE WORDS, I WANT YOU TO CIRCLE THEM.  ANY WORDS THAT DO NOT HAVE THE /a/ SOUND PUT AN “X” THROUGH THEM.  DOES ANY ONE HAVE ANY QUESTIONS?

 

Assessment:

I will listen as the students are reading together and assist them as needed.  This will give me an assessment of each student’s decoding skills and comprehension of today’s lesson.  I will then collect the picture pages as a tool of assessment as well.

 

References:

http://www.auburn.edu/rdggenie.html

A Cat Nap by Educational Insights

Adams, Marilyn Jager.  Beginning to Read.  Center for the Study of Reading, 1990. 

 

Click here to return to Guidelines.