Jake Makes Cake
Beginning Reading




By: Sara Roehm


Rationale: Once students have a basic knowledge of reading, they must learn to distinguish between long and short vowels. Also, it is important that they understand correspondences can be seen different ways in different words. This lesson will review a=/a/ and introduce a_e=/A/ using instruction, a worksheet, a decodable book, and pseudo-words.

Materials: white board, two different color dry erase markers, worksheets(one per student), Jane and Babe, 1990(decodable text, one per child), note cards with the following words: sade, nade, lat, yape, snat, and labe

Procedure:
1. “Class, we already know that when we see ‘a’ alone in a word, it makes the /a/ sound. Today we are going
     to find out what  happens when there is an ‘a’,  then a consonant, then an ‘e’ at the end of the word.
    (Write a_e on the board.) The ‘a’ says its name, /A/. For example, (add to what you previously wrote: game)
     what does this letter say? (point to the ‘g’). Right, /g/. How about this letter? (Point to the ‘m’). Yes,  /m/.
    Since there is an ‘e’ at the end, what sound will the ‘a’ make? /A/, very good. Let’s put it all together
    now- /g/ /A/  /m/.” Try a few more words like make, fade, and came.
2. Next, write some words on the board for students to practice distinguishing between a=/a/ and a_e=/A/.
    Begin by writing ‘rat’ on the board and say, “What does this word say? Great,  /r/-/a/- /t/.” Use a different
    color marker to add an ‘e’ to  the end and ask, “What sound will the ‘a’ make now? /A/, excellent job. Let’s
    read the word together. (Point to each  letter as you read) /r/ /A/ /t/.” Practice with more words like fat/fate,
    fad/fade, mad/made, can/can, plan/plane, etc.
3. Give each student a worksheet with the following pictures:
plane, rake, cane, face, gate, and snake (this  
    can be done easily on the internet). Read through all of the words in the word bank together: plane, rake,
    cane, face, gate, and snake. “Now I  want you to write the correct word under each picture. Look back at
    your word bank to make sure you are spelling the word correctly.” This activity reinforces the idea that the
    ‘e’ at the end of each word is what makes the ‘a’ a long vowel sound.
4. Pass out copies of Jane and Babe. Have the students read the book in pairs. “Class, I want you to try to
    figure out each word with your partner. If you have a word that you cannot figure out, raise your hand and
    I will come help you.”
5. For assessment have each student come to your desk and read note cards with pseudo-words. Some
    words you can use include sade, nade, lat, yape, gat, and labe. The will review a=/a/ and a_e=/A/ and
    assure that the students know the difference.


References:
    Eldredge, J. Lloyd. Teaching Decoding in Holistic Classrooms. Merrill, Englewood Cliffs, NJ. 1995.
    Rich, Meredith
Fast… Fluency! - http://www.auburn.edu/rdggenie/elucid/richbr.html
    Jane and Babe. Educational Insights, Carson CA., 1990.

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