Dan Ran and Ran
Rationale: Children must be able to match letters in a written word to phonemes in a spoken word in order to become literate. This lesson will help children identify /a/ (short a, children must recognize the /a/ in a spoken word by associating the sound with the letter symbol a. They will practice listening for the /a/ phoneme and associating with the letter symbol (a) by writing it on their writing tablet.
Materials: Primary paper and pencil; chart with Pat and Sam ran at the track; pocket chart with word strips (word on one side and a question mark on the other: bat, sit, fan, sad, bath, sud, tag, at, back, man, mitt, led.
1. Begin the lesson by explaining that words are spoken combinations of sounds that are represented by letter symbols. Watch my mouth when I speak. Do you notice my mouth move? The hard part is learning which letters go with the matching sounds. Boys and girls, do you know which letters in our alphabet are called vowels? Let’s say our vowel names (while pointing). Say the name, and then make the sound. It is difficult to tell the difference in the sound. Today we are going to focus on the first vowel in the alphabet. We’re going to talk about the letter the makes the /a/ sound, a. Listen very closely to hear the /a/ in these words.
2. Ask the students: Say aaaaaa. This is the sound that the letter a makes. Say /a/ if you hear /a/ in the word (there will be a question mark on one side of the pocket chart. One by one the word strips will be turned over.
3. Let’s try a tongue twister [on chart]. Pat and Sam ran at the track. Everybody say it three times together. Say the sentence again stretching the /a/ at the beginning of the word: Paaaaaaat and Saaaaaaam raaaaaaan aaaaaaat the traaaaaaack. Try it again, and break it off the word. P/a/t and S/a/m r/a/n a/t the tr/a/ck.
4.[Have the students take out Primary paper and pencil] We can use the letter a to spell /a/. Let’s write it. Start under the fence. Go up and touch the fence, then around and touch the sidewalk, around and straight down. I want to see everyone say (a). Walk around and check papers.
5. Call on students to tell how they knew: Do you hear /a/ in cat or cut? Lip or lap? Map or sip? Fun or fan?
6. Read At the Track and talk about the story. Read it again and have the students raise their hands when they hear words with /a/. List their words on he board.
7. For assessment, distribute a picture page and have students name each picture. Ask students to circle the pictures whose names have /a/.
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