The Race to Space
need to understand the difference between short and long vowel sounds
in order to read. They must understand that these correspondences
are spelled and pronounced differently. This lesson will teach a_e =
/A/ through reading words with a_e,
spelling a_e words
in a letterbox lesson, and free writing.
strip with tongue twister : Jake
will race and ape to space.
boxes for each student
sets for each student (m, a, d, r, u, g, n, e, f, c, t, p, s, l)
Elkonin box for teacher use
letter set for teacher use (m, a, d, r, u, g, n, e, f, c, t, p, s, l)
writing paper and pencil for each student
worksheet for assessment - rocket ships with words grape,
cake, sand, fade, rag and
plant with "a_e"
and glue sticks for each student
and Babe for
every 2 students
with pseudowords PLAKE, SHRAD, GAKE, MAND, FLATE
Review the a = /a/
correspondence. "You have done so well with all of the short
vowel sounds that we are ready to move to long vowels. Who can
tell me what the short a sound
is? That's right - /a/, like in ax.
Today we are going to learn one way to make the letter a say
its name /A/. Whenever there is an e at
the end of a word, a is
going to say its name. Let me show you how to do one (write the
word space on
the board). I see the letter a
sandwiched in the middle of the word, and look - there's an e at
the end! Now I know that word is space."
Put up sentence strip with tongue twister. "Let's try a tongue
twister together. I'm going to read it first, then I want us to
read it together. Jake
will radce an ape to space.
Now you try - fabulous! Let's say it again, and stretc out the
long /A/ sound. Jaaake
will raaace an aaape to spaaace.
Pass out Elkonin boxes and letter sets to each student for letterbox
lesson. Students should be familiar with letterbox lessons.
Review short vowel sounds also. "I want to tell you about a new
rule for our letterboxes today. We know that the letter e makes
its name and doesn't make a sound, so we don't need to put it in a
box. It goes outside the last box. Let me show you."
Put up teacher version of Elkonin boxes with 4 boxes showing. "I
want to spell the word space.
I hear the /s/ sound at the beginning, so I'll put s in
the first box. Then I hear the /p/ sound, so p goes
second. Next I hear the long a sound, so a goes
third. Last I hear /s/, so I will put c in
the last box. I know that I need the e to
make a say
its name, so I'm going to put it outside the last box. Now you
Have students start with 3 boxes: (mad, rug, name)
Move up to 4 boxes: (grade, frame, lamp, grape)
Move up to 5 boxes: (scrape)
I will model how to read the word race on
the board withoug letterboxes. "I'm going to write some words on
the board and I want you to raise your hand when you know what the word
says." Write race on
the board. "Who can tell me what this word says? That's
right it says race. You knew that because the e at
the end of the word told you to say /A/, not /a/." Continue to
write the rest of the letterbox words on the board calling on students
to answer. Occasionally ask them how they knew what the word says.
Have students get out primary paper and pencils. Have the class
write about what they want to be when they grow up. "Now I want
yo uto write a message about what you want to be when you grow
up. What made you pick that?"
In pairs, have the students read Jane
"This book is about a lion named Babe and her friend Jane. Jane
and Babe like to play together. One day, Jane comes to see Babe,
but he is asleep. She tries to wake him up, but nothing seems to
work. To findout if Jane will be able to wake up Babe so they can
play, you will have to read the book!"
Students will not woplete worksheet to practice with the long a
sound. They will need to cut out th erocket ships that have
different words on them (grape, cake, sand, fade, and rag). If
the word has the long a sound, they are to glue that rocketship to the
If the word does not have the long a sound, they glue outside of the
While students are completing their worksheets, call the students
individually up to assess them using pseudo words. Have the
student read the pseudo words that are on flash cards: PLAKE, SHRAD,
GAKE, MAND, FLATE. They should contain the long a sound as well
as the short a sound.
Phonics Readers. California: Educational Insights. 1990.
Casey. "Blake's Brave Race" http://www.auburn.edu/rdggenie/constr/morrowbr.html
Christina. "To Make a Cake you must say /A/". http://www.auburn.edu/rdggenie/constr/smithchrisbr.html
Click here to return to Inventions