Beginning to Read   

Aaa is Scary!
Carrie Sanders

Rationale:  It is very important that children are able to recognize vowels, for they are the basis for children being able to decode words.  “Children need a word identification strategy to help them when their word recognition skills are limited”  (Eldredge 107).  The goal of this lesson is for children to focus on the a= /a/ correspondence.  They will learn how to spell words with a= /a/ by using the letterbox lesson, and they will be given opportunities to recognize a= /a/ words when reading.

Materials:  Elkonin letter boxes, letters c, p, a, t, j, m, f, l, s, and b, primary paper and pencil for each student, flashcards with the letterbox words on them( one pair for every two students) a chart with the tongue twister, Annie the alligator loves apples, a copy of A Cat’s Nap for each child.

Procedure:

1)      Introduce the lesson by writing the letter a on the board.  “TODAY CLASS, WE ARE GOING TO WORK ON SPELLING AND READING WORDS WITH THE a= /a/ IN THEM.  WHEN YOU SEE THE LETTER A, IT WILL OF

2)      MAKE THE SOUND a= /a/.  ONE WAY TO REMEMBER THIS IS TO THINK OF HOW YOU WOULD SCREAM IF YOU SAW A GHOST- Aaa!

3)      Now have the chart paper in the front of the room so that all of the students can see the tongue twister.  First say it to the class:  ANNIE THE ALLIGATOR LOVES APPLES. NOW, LET’S SAY IT AS A CLASS.  ANNIE THE ALLIGATOR LOVES APPLES.  REPEAT IT ONCE MORE.  NOW LET’S FIND THE a= /a/ CORRESPONDENCE WITHIN THE WORDS.  A-NNIE THE A-LLIGATOR LOVES A-PPLES.

4)      Give each students their letterboxes and letters.  WE ARE GOING TO MAKE WORDS WITH THE a= /a/  SOUND IN THEM.  WE ARE GOING TO SPELL THEM WITH ONE SOUND IN EACH BOX.  DOES EVERYONE UNDERSTAND? ARE THERE ANY QUESTIONS?  THE FIRST EXAMPLE I WILL SHOW YOU IS CAT. IN BOX ONE IS C, IN BOX TWO IS A FOR a= /a/, AND IN BOX THREE IS T. NOW YOU WILL TRY TO SPELL WORDS ON YOUR OWN:

            WORDS:  cat, jam, van, mat, pan, flat, clap, slam, and blast

5)      Now in pairs have the students practice the words on their flashcards out loud with one another.  STUDENTS HOLD THE FLASHCARD UP TO ONE ANOTHER AND SAY THE WORD ALOUD.  AS YOU SAY IT, SOUND OUT EACH LETTER AND THE a= /a/ CORRESPONDENCE. 

6)      Have the class take out their primary paper and pencils.  CLASS, WE ARE GOING TO PRACTICE WRITING THE LETTER A.  TO MAKE A LOWERCASE A, DON’T START AT THE FENCE, START JUST UNDER THE FENCE.  GO UP AND TOUCH THE FENCE, THEN AROUND AND TOUCH THE SIDEWALK, AROUND AND STRAIGHT.  I AM GOING TO WALK AROUND AND LOOK AT ALL OF YOU’RE a’s.

Assessment:

Give each child a copy of A Cat’s Nap. CLASS, AS I READ, SEARCH AND LISTEN FOR  a= /a.  AFTER I FINISH READING, THINK OF TWO OR THREE WORDS IN THE BOOK THAT HAD THAT SOUND.  WHEN YOU HAVE THOUGHT OF THEM RAISE YOUR HAND.  I WILL COME OVER AND HAVE YOU TELL ME THE WORDS YOU HAVE FOUND.

References:

Eldredge, J. Loyd.  Teaching Decoding in Holistic Classrooms.  New Jersey: 

      Prentice Hall, 1995.

Dickinson, Sue.  Sing, Spell, Read and Write.  How to Print Letters.

http://www.auburn.edu/rdggenie/openings/waitsbr.html.  The Big Pig. Lindsey Waits.

http://www.auburn.edu/rdggenie/openings/minkbr.html.  Aaaa!!! Being Happy!!! 

      Shay Mink.       

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