Aaachoooo!
Aaachoooo!
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.
Procedure:
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.
Reference: www.auburn.edu/rdggenie/breakthroughs/nwilliamsel.html