Heather Brady
Emergent Literacy

Aaaa! Can you cry like a baby?



Rationale:   In order for children to learn to read they must first recognize phonemes and the letter that corresponds to them.  This lesson will help children to recognize the short a sound or a=/a/.  After this lesson the children should be able to recognize short a by learning the symbol in written language and also in spoken language by recognizing the sound.

Materials:  Chart paper with the tongue twister ãCan Sam cram cash in the can?ä on it.   Primary paper and pencils.  Flash cards with pictures with the a=/a/ sound on them like bat, cat, can, fan, band, ball, and ham, and also cards that have pictures of words that do not have the sound like, jet, meal, stream, lip, dice, frog, and nut.  The book The Cat and the Hat by Dr. Suess.  A worksheet containing both pictures of thing that have the a=/a/ sound and ones that donât.

Procedures:  1.  Introduce the lesson by telling the children: Every letter has its own sound and that words are made up of these sounds.  We will be learning the short a sound today.  This sound is found in many of the words that we use everyday.   Pay close attention to the words that we say today listening for the a=/a/ sound, also be thinking of some other words that you know have that sound.

2.  Ask the students: Do you know what a crying baby sounds like? Does it sound like Aaaah?  This is also what the short a sounds like.  Lets all pretend that we are babies and cry by making the a=/a/ sound.   Aaaa.

3.  Now lets say the tongue twister with the aaah sound in it.  Iâll say it first and then you repeat what I say.  Can Sam cram cash in the can?  (Children repeat).  Now lets say it again, this time I want you to say the words with aaa in them louder than the other words.  (Children repeat).  Repeat this several times until the students catch on.

4.  Tell the children:  Please get out your primary paper and pencil.  We are going to practice writing the a=/a/ sound.  Start just below the fence, circle up to the fence, around back to the sidewalk, connect to the starting point and then straight back to the sidewalk.  When you have finished raise your hand and I will come around and check your work, after yours has been checked please write it five more times.

5.  You guys did a great job with that, now I would like you to put your paper and pencils away.  I am going to show you some flash cards now that have pictures on them, if the picture has the a=/a/ sound in it I would like you to stand up if it does not say NO!  Show the children the flash cards one at a time very slowly, continue through the stack until the children have caught on.
6.  Read The Cat in the Hat.  Repeat, have the children raise their hands every time a word is read that has the a=/a/ sound in it.

7.  Assessment:  I am going to ask you some questions you may answer them without raising your hand.  Do you hear a=/a/ in bat or bird?, cat or dog?, band or music?, call or visit?, ball or toy?.  Ask children separately and as a group.  Another or alternate assessment could be to present the children a worksheet containing both pictures of thing that have the a=/a/ sound and ones that donât, the children will color the pictures that have the a=/a/ sound in them.

References:
 www.auburn.edu/rdggenie/insights.  I used several of the lessons as a guide.
Suess, Dr.  (1957).  The Cat in the Hat.  New York, NY: Random House.

Click here to return to Illuminations