“A” What Did You Say?
Beginning
Rationale
A key ingredient to fluency is to
learn how
to read and spell words. One aspect of words that can be
challenging to
students is a diagraph. A diagraph is one phoneme or grapheme
made up of
more than one letter.There are many different diagraphs. This
lesson will
focus on the ay=/A/ correspondence. After the
completion of
this lesson, the students should be able to identify words in written
and
spoken language that contain ay=/A/.
Materials
Primary paper, pencil, chart with rhyme, class set of cards with ay on one side and a question mark on
the other, book – Ray and the Blue Jay,
picture page for assessment containing pictures of a child playing
(play), the
color gray (gray), someone praying (pray), a person paying for
something at a
checkout counter (pay), and a building swaying (sway), Elkonin Letter
Boxes,
alphabet letters for each student, oversized letterbox set to be used
for whole
class modeling.
Procedure
1. Today we are going to learn some words that use the letter a and the letter y.
Together they form to
make a new sound. Sometimes when you put
letters together they can make a new sound.
How cool is that? Now we are
going to learn about the sound a and y make when they are combined.
2. Remember we learned that when we see the a
by itself it makes the /a/ sound like a crying baby. For example in the words back and hat you
hear the /a/ sound. Today
we are going
to add y to the a to make the /A/ sound. Have
you ever had trouble hearing a question someone asked you?
Some people respond by putting their hand up
to their ear while at the same time saying /A/.
Let’s put our hand behind our ear and practice saying /A/.
3. Now I would like for everyone to look at the
chart while I read the tongue twister: Today
the hay is far away from Kay. Now let’s say it together and
stretch out the
/A/ sound. Todaaaaaay the haaaaaay, is
far awaaaaay from Kaaaaay. What words
did we hear that had the ay=/A/ sound? Very Good! Today,
hay,
kay, away,
4. Now lets
practice
reading and spelling words that contain ay=/A/. Teacher will hang up her enlarged size letter
boxes on the board and invite the students to take out their
letterboxes and
letters. The enlarged letter boxes will
be used for the purpose of modeling to the students.
First,
I am going to spell out some letters in my boxes on the board and I
want to see
if you can read it. Remember, I am going
to put one mouth move in each box so our ay letters will be in one box
because
they make one sound. Our first word is hay. We should use on two letterboxes.
H-ay. Now
I am going to call out words and I would like for everyone to spell
them out in
their letterboxes. Some sample ay words for a letterbox lesson along
with some review words are as follows: mad,
way, wash, sway, cave, slay, same, stray.
When you are finished spelling the word, raise your hand so I
can come
around to see how you did. As the
teacher is walking around she will make sure students know when to add
boxes. After the students have spelled out
all the
words in the boxes, the teacher will post the spellings of the words on
the
board and have the class read them aloud together.
5. Now
I will
distribute the cards out to the students.
On one side of the card is a picture of ay and
the other side is a slash mark. If
students hear a word with /A/ then they
are to show the ay, but if they do not hear the /A /
sound they are to show the
slash mark. Sample Questions:
Do you hear ay=/A/ in May or
March?
Stay or Stop?
Lay or Lie?
Play or Work?
Great Job Class
6. I
have a story
that I would like for you to read. It is
called Ray and the Blue Jay. While you
are reading, pay attention to the different ay
words. When you are finished, write
a story about a bird.
7. For assessment, I
will distribute a picture page (see materials).
I will help the students name the pictures on the page. After we have named each picture, I would
like for everyone to circle the pictures whose names have the ay=/A/ correspondence.
Today is May by Laura Meadows
A? I Can’t Hear You by
Emily Barnes
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