By Aimee Gourdouze
Reading Stage:  Emergent Reading


Rationale:  Students need alphabetic principle to match phonemes with  graphemes.  This lesson aids in
the students understanding of the  vowel “a” and identifying /a/ in spoken and written words.  The
students will find the /a/ sound in a book and a chart.  Then they will  learn how to write the letter.
This will enable them to increase their  ability to use the /a/ correspondence in words.

Materials:  Primary paper, pencil, chart with “Adams’ apples is at Amy’s.”, set  of cards with a on one
side and ? on the other, Cat Nap, a picture of a  cat.

    1.)  Introduce lesson by explaining that each letter makes a special sound.  Today we are going to work on catching our /a/.  /a/ is hidden in a lot of words, but soon we are going to be able to catch that sound without letting it go.
    2.)  When you have to sneeze, what sound do we make?  Let’s see if we can figure it out?  Aaaaaaachoo!  Let’s say it again.  “Aaaaa” there it is.  Let’s see if we can make that sound.  /a/.  Let me show you how to spot that sound in a word.  I’ll try apple.  a-a-a-a-p-p-p-l-l-l.  a-a-a- there it is, right at the beginning.
    3.)  Let’s try a tongue twister.  It is written right here on the chart.  Adams’ apple is at Amy’s.”  Let’s get everybody to say it together.  This time let’s stretch out the /a/.  “Aaaaaaaadams’ aaaaaaaaple is aaaaaat Aaaaaamy’s.”  Try is again and let’s break it off.  “/a/  dams’ /a/  pple is /a/t /a/  my’s.”
    4.)  Everyone get out your paper and pencil.  We are going to practice making the letter a to spell /a/.  Start at the ground and move your pencil to the roof in a slanted position like this.  (model)  Then go from he roof back down to the ground in an opposite slant.  Next, go to the fence and make a line connecting the two slanted lines.  While everybody is trying to make the letter, I will come around and look. (As you walk around, check and allow those who did it correctly to make a line full of A’s.)
    5.)  Now we are going to try and pick the /a/ sound out of words.  Do  you hear /a/ in cab or cub?  Dad or mom?  Rag or nod? Now we are going to spot the words in a different way.  When you hear the /a/ sound, show me the card showing the /a/.  If you do not, show me the question mark.  Adam’s, apple, is, at, Amy’s.
    6.)  Show the students the pictures in the book Cat Nap.  Read the book and then read it again.  Have the students raise their hands when they hear the /a/ words.  Have the students then write a message inside of a cat.
    7.)  As assessment, have the student tell you which words have the /a/ sound in them. Use these words:  hat, bat, block, trick, cat, pen, tip, and tan.


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