for children to learn to read and spell words, they need the alphabetic
that letters stand for phonemes and that spellings map out the phonemes
spoken words. Before children can match
letters to phonemes, they have to recognize the phonemes.
This lesson will help children to identify /a/.
They will learn to recognize /a/ in
spoken words by learning a meaningful representation and the letter
then practice applying /a/.
A cat Nap, Carson
CA: Educational Insights, 1990.
Primary paper & pencils.
Index cards with a picture of a duck
and /a/ on
Worksheets with various pictures of
objects: cat, tack, bat, crab, flat, grass, etc.
Introduce the lesson by explaining that words are made up of
sounds. “Each word is made up
of many different sounds and when we combine the
different sounds they make different words.
Today we are going to work on sounding out words with /a/ and making words with /a/.”
- Tell students: “Think
about taking a trip to a farm and imagine all the sounds animals make. Think again about the /a/
sound that we are learning about. Can
anyone think of an animal that lives on a farm and makes the /a/ sound?” (Ex. lamb or duck) “Today, we will use the duck as an example.
This sound is what the /a/ sounds like.
Let’s pretend we are ducks and say Quaaaack, Quaaaack,
Quaaaack! Good job everyone!”
- “Let’s try a tongue
twister. “After eating apples in Africa, the animals ate apples in
the alley. Everyone say it together. Now let’s try it again and stretch out the /a/
sound. Aaaafter eating aaaapples in
AAAAfrica, the aaaanimals ate aaaapples in the aaaalley.
Good job. One more time!”
- “Now take out a piece of
primary paper and your pencil. We can use
the letter to spell /a/. Let’s practice
writing /a/. Place your pencil halfway
between the sidewalk and fence, go around to the sidewalk and curve
back up to where you started. Without
picking up your pencil, draw a straight line back down to the sidewalk. I want to see everyone’s a. After I place a duck sticker on it, make a row
of a’s just like the first one.”
- “We are going to listen
for /a/ in some words that I am about to say.” (Pass out index cards with duck pictures on
them.) “When I say a word and you hear /a/
I want everyone to hold up their duck card. If
you don’t hear /a/ then be sure to keep your cards down.” Use the words cat, ham, get, apple, ant, cup,
can, fish, nap, rat, bet, has, and hot.
- Read “ A Cat Nap.”
Tell the students to hold up their duck card every time a
word with /a/ is read.
- For assessment, distribute the picture
page and help students name each picture. Students
will then circle the pictures with the /a/ in their names.
Eldridge, J. Lloyd
(1995). “Teaching Decoding in Holistic
Jersey: Merrill, 1995, pp.50-70.
Cat Nap”. Carson,
Educational Insights, 1990.
Questions? Email me!
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