Kristin Cooke

Aaa! A monster
Beginning Reading


Rationale: Children learn about spoken language by learning to read and write.  Phonemic awareness helps children grasp this concept.  Short vowels are sometimes hard for children to understand.  This is designed to help children identify and understand /a/, one of the short vowel phonemes they need when learning to read and spell words.

Materials: Letterbox boxes; letter manipulatives for f, a, t, b, s, r; the book “A Cat Nap”, containing words with /a/; chalk; and black board.

Procedures:
1. Introduce the lesson by explaining good readers need to not only know the letter, but the sound the letter makes.  Some sounds are harder to spot, but once you know what sound it makes it will be easier to spot.


2. Tell the students the sound we will look for today is /a/.  Has anyone screamed cause they were scared before?  What sound did you make?  It sounds like /a/, /a/, /a/.  We have a letter that makes the /a/ sound and it looks like this (draw an ‘a’ on the board).


3. (Pass out 3-cell Elkonin boxes.)  Let’s take out our box and the letters f, a, t, s, b, and r and spell some words using /a/. We are going to spell some words. Everyone watch how I spell dog, I put each sound in a box so /d/ goes in the first box then /o/ and in the last box /g/. First spell the word fat.  Has any one seen a fat cat?  (I will walk around to every child and help anyone who needs it.) Now change the word fat to bat (note misspellings).  Spell rat. Does anyone have a pet rat? Now spell sat. Who sat on that shirt?


4. I am going to write some words on the board.  When I point to them, I want you to tell me what it is. Like this (write dog on the board and then read it out loud).  (Have the children read the words fat, rat, bat, and sat.)


5. Get the book A Cat Nap out.  Have the children sit on the floor in the front of the room.  Say to them: We are going to read A Cat Nap.  Have you ever seen a cat nap?  Well, the problem with this cat is that he naps in unusual places.  To find out where he naps, we must read the book.  Tell the children you need their help to read this book.  I will point to the words and I will call on somebody to read a line in the book.  We will read the whole book twice so everybody has a chance to read a line.

6. Once we have read through the book twice everyone will go back to his or her desk and we will read the book together in our reading groups. When your group isn’t going practice reading the book at your desk.

7. For assessment I will observe the students as they read their line and not miscues for each student while they are reading. When students come to read to me in their reading groups I will do a running record.

Reference:  Eldredge, J. Lloyd (1995).  Teaching Decoding in Holistic Classrooms.   Columbus, Ohio: Prentice Hall (p. 27) (Ch. 3).

Brewer, Blair.  Astonishing A!

http://www.auburn.edu/rdggenie/insights/brewerbr.html

A Cat Nap.  Phonics Readers Short Vowels.  Carson, CA:  Educational Insights. 
1990.
Click here to return to Innovations.