Bad Bats


Beginning Reading Design

By:  Jacklyn Schuler
 

Rationale:         For children to learn to write and read they must learn how spoken language maps onto written language, and phonemic awareness helps them grasp this understanding.  In this lesson the children will learn the correspondence a = /a/.   By participating in this lesson, the students will learn to read and spell words with the correspondence a = /a/.

 

Materials:        

<!--[if !supportLists]-->v     <!--[endif]-->Primary paper

<!--[if !supportLists]-->v     <!--[endif]-->Marker

<!--[if !supportLists]-->v     <!--[endif]-->Poster board with tongue twister “Bad bats bite black cats.”

<!--[if !supportLists]-->v     <!--[endif]-->Book “A Cat Nap”

 

Procedure:       

            1.  Write the letter a on the primary paper.  “TODAY WE ARE GOING TO LEARN THE SOUND THAT THE LETTER a MAKES.”

            2.  “HAVE YOU EVER HEARD THE SOUND THAT A CRYING BABY MAKES?  WHEN BABIES CRY THEY MAKE THE SOUND aaahh!  NOW I AM GOING TO MAKE THE SOUND OF THE CRYING BABY, AND WHEN I DO THIS I’M GOING TO TURN MY FISTS CLOSE TO MY EYES LIKE I AM A CRYING BABY RUBBING MY EYES SO THAT I WILL REMEMBER THE SOUND.  WATCH AS I MAKE THE /a/ SOUND.  THIS SOUND IS ALSO CALLED THE SHORT a SOUND. NOW THIS TIME I WANT YOU TO SAY IT WITH ME AND PRETEND LIKE YOU ARE A CRYING BABY.”

            3.  Take out the poster with the tongue twister “Bad bats bite black cats on it.”  “NOW I AM GOING TO READ THE TONGUE TWISTER AND I WANT YOU TO LISTEN FOR THE /a/ SOUND.  BaaaaD BaaaTS BITE BLaaaCK CaaaTS.”  NOW YOU SAY IT WITH ME AND DON’T FORGET TO BE THE CRYING BABY. BaaaD BaaaTS BITE BLaaaCK CaaaTS.”

            4.  “NOW I AM GOING TO SAY SOME WORDS AND YOU TELL ME IF YOU HEAR THE CRYING BABY IN THESE WORDS.  FRONT OR BACK?  BOX OR BAG?  TAG OR TOUCH?  FEEL OR SLAP?  NOW I WANT YOU TO THINK HARD AND TELL ME SOME WORDS THAT HAVE THE CRYING BABY SOUND. 

            5.  Now for the letterbox lesson put out two boxes.  Start with the word at.  Model for students how to spell the word at.  LET’S PRACTICE SPELLING WORDS WITH THE /a/ SOUND.  LET’S START WITH THE WORD AT.  WHAT IS THE FIRST SOUND YOU HEAR IN THE WORD AT?  THAT’S RIGHT YOU HEAR THE SHORT a FIRST.  IN THE FIRST BOX, WE WILL PUT THE FIRST SOUND OF THE WORD, WHAT LETTER DO WE USE TO SPELL /a/?  WE USE A LOWERCASE a.  WHAT IS THE SECOND SOUND YOU HEAR?  GREAT THE /t/ SOUND.  WHAT LETTER DO WE USE TO MAKE THIS SOUND?  RIGHT WE USE A LOWERCASE t.   WE SPELL THE WORD AT WITH THE LETTERS a-t." Have the students spell the following words: 3-[ cat, nap, map]; 4- [slap, clap] 5-[strap, scratch].

            6.  “NOW WE ARE GOING TO READ A BOOK CALLED “A CAT NAP.”  THIS BOOK IS ABOUT A CAT NAMED TAB.  HE GOES TO A BASEBALL GAME WITH HIS OWNER WHO IS NAMED SAM.  LET’S READ THE BOOK TO SEE IF TAB TAKES A NAP.”

            7.  Have each student write a message using the correspondence a = /a/.

 

Assessment:      The students will write messages using the correspondence a = /a/.  Assess the writing samples to make sure that the students are correctly using the correspondence. Also, have the studetnts read to you a book that contains the short a and perform one minute reads.

 

Resources:        Kohtala, Mareena.

http://www.auburn.edu/rdggenie/connect/kohtalabr.html : Icky Sticky

 

A Cat Nap. Educational Insights.


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