In order for children to learn to read and write
words they must have phoneme awareness. Phoneme awareness is the
recognize phonemes in the spoken language. Recognizing vowels in
as one of the most difficult phonemes for children to identify. This
will help students to identify a = /a/ (short a). The goals of this
to help students to recognize /a/ in spoken words through a letter
meaningful representation, and practice finding /a/ in words.
and a pencil; poster with tongue twister "Adam sat with Allie at
cards with pictures on them, cards with smiles on one side and frowns
other, drawing paper and crayons, picture worksheet with pictures of
jam van, book, mat, meat, dog, pan, mud, cab, and the book Pat’s
by giving an explanation to the students that they will be learning how
to recognize the vowel sound /a/ in written and spoken language. "Today
we will be working with the vowel sound /a/ and we will be finding it
in different words. I know at first this may seem tricky, but once we
practice the /a/ sound it will get easier."
"Have you ever seen the movie Home Alone? Kevin gets left at home and
screams, "AAAAAAAAAAAAAAA!!!!!" with his hands on his cheeks. If you
have never seen the movie, that’s okay, you may have been scared before
and screamed "AAAAAAAA!" too. That sound in the scream is the sound we
will be looking for today. Good now lets use that sound in a word.
Let’s stretch out the word cat. I’ll show you, caaaaaaaat. Did you hear
it? C-aaaaaaaaaa-t. That is the Home Alone noise, /a/.
let’s look at
the poster. Adam sat with Allie at Applebee’s. Lets
all say it together. Now let’s stretch out the /a/ sound in the words.
"Aaaaadam saaaaaaaat with Aaaaaallie aaaaaaaat Aaaaaaaaaaaaplebee’s."
students to get
out primary paper and a pencil). We can use the letter a to spell /a/.
Let’s write it. Start a little below the fence line. Curve to the left
coming up to the fence line and back down around like the letter "c".
Lift your pencil and come back to close up
the "c" by drawing a straight line from the fence line to the sidewalk.
Hold up your “a” when you are done and I will come around and check it.
After I put a smiley face on the top of your paper I want you to make
nine more just like it. Now we know that when we see this letter
written alone we know to make the Home Alone scream sound /a/.
on students to
answer and tell how they know: "Do you hear /a/ in cat or bug?"(Pass
out smile/frown cards to each student). Say: "Let’s see if you can hear
the /a/ sound in these pictures. Show me the smiley face if you do and
the frown if you do not. For example: Do you hear the /a/ in cat or
bug?" (Give students time to look at the pictures and have time to
answer using their cards.)
Pat’s Jam and
discuss the story with the children. Read it again, and have students
put their hands on their cheeks like the Home Alone scream when they
hear the /a/ in words. Write the /a/ words on the board and have
students draw a picture of their favorite character in the story. The
have students write about a "jam" or "problem" they have gotten into
before using invented spelling. Let a few children share their stories
and illustrations with the classroom. Display all of the students work.
- Assessment: Pass out a picture
name each picture with the students. Have the students circle the
pictures with the /a/ sound in it. Review the pictures with the
Lloyd Eldredge (1995) Teaching
Holisitic Classrooms. Englewood
Cliffs, NJ: (Merrill. 52-61)
Shelia. Pat’s Jam.