Rationale: This lesson is designed to help children learn to read and spell words. They will learn to recognize /a/ (short a) in spoken words by learning a meaningful representation and a letter symbol, and then practice finding /a/ in words.
Apples and Jam for Pam
Materials: Primary paper and pencil; chart with “Apples and jam for Pam”; Pat’s Jam (Educational Insights); picture page with jam, ham, pig, hat, cat, gum, sun, and bus.
1. First, introduce the letter a=/a/ and have them sound it out like a machine gun. (a-a-apple).
2. Now let’s try saying a phrase that will help you remember the sound (on chart). “Apples and Jam for Pam”. Everybody say it together three times. That was great work.
3. Have students take out primary paper and pencil. We can use the letter a to spell /a/. Let’s write it. Start at the fence line and go left curving down to the sidewalk and stop. Now, pick up your pencil and draw a straight line from the fence to the sidewalk. I want to see everybody’s a. I want to make eight more just like it.
4. Call on students to answer and tell how they know: Do you hear /a/ in cat or dog? man or boy?, sad or silly?, good or bad?
5. Read Pat’s Jam and talk about the story. Read it again and have the students blink their eyes when they hear words with /a/. List all these words on the board. Then have students draw a van and write a message about it using invented spelling. Allow students to stand up and read their work, then display it.
6. For assessment, distribute the picture page and help students name each picture. Ask each student to circle the pictures whose names have /a/.
References: Eldridge, J. Lloyd, Teaching Decoding in Holistic Classrooms. Upper Saddle River, New Jersey. 1995. pg. 53.
Byrne, B., &
R. (1990). Acquiring the alphabetic principle: A case for
recognition of phoneme identity. Journal of
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