AAAAAches and PAAAAins

                                              

                                  Beginning reading lesson design
                                                                Jeanine Grimes

 

Rationale: The goal of this lesson is to introduce the correspondence a_e=/A/. After learning how to read and spell words that use short vowel sounds, students begin to learn that vowels can make two sounds. Usually, when we see a_e in a word the a will make its long vowel sound. Students will also be able to examine the differences between the /a/ and the /A/ sounds in words through letterboxes and pseudowords.

Materials:Board for whole class to see, Large pictures of a bat and fishing rod with bate, Letter boxes for each student, Letters for each student, Chart paper with words: at, ate, tape, fat, cake, date, safe, shake, spade, crate, band, grade, and scrape printed on it, Jane and Babe by Phonics Readers, Long Vowels :a copy for each pair of students, Assessment sheet for each student with 5 pictures printed on each (a cake, tape, a lake, a game, and a cane), One set of note cards with pseudowords written on them (pape, shabe, trame, cate, and zake)   

Procedures:1. Begin by reviewing what students have already learned about the sound that a can make in a word. Show an enlarged picture of a mat. “Who can raise their hand and tell me what this is a picture of?” “That’s right a mat.” Ask a student to write the word bat under the picture. “In this word what sound does the a remind us to say?” “That’s right again, /a/.” “How many of you have ever gone fishing?” Ask students who have what they use to catch the fish. Allow answers until one says bate. Shows a picture of a fishing rod with bate on the hook. Now how are we going to spell this word?

2. Tell students to take out their letters and letterboxes. Give students time to experiment with the spelling. Bringing the attention back to the board, tell students how I would spell the word by writing the letters that represent the sounds I hear. “I hear /m/(write m). I hear /A/ (write letter a). I hear /t/ (write letter t). So let’s read what I have written so far. This can not be right because it looks just like the way I spelled mat. To make words that sound a little different and look different when we write we use our silent e at the end of a word to remind us that this time a is not going to say /a/ it will say /A/.” Write bate on the board.

3. “So let’s use our letterboxes to try out this new way of reading and spelling words with our /A/ sound.” Draw three letter boxes on board. Instruct students to use their letterboxes and letters. Spell take together. “I want to spell the word take.(say word slowly) The first thing I notice is that I hear the a saying its name, /A/. So I am going to put an a in the middle box but if I leave it alone it won’t say its name. It will say /a/. So I know to add my silent e at the end to remind me that this a is going to say its name /A/. Now in the word take I hear the /t/ first(place a), then /A/ (point to a_e), and last /k/ (place k).” Then I read word sounding out each phoneme and pointing to the grapheme as I read.

4. “Now I want you all to practice spelling some words in your boxes. I will tell you when to add a box. Some words you may already know and some will be using our new /A/ sound.” Call out words for students to spell. Give sufficient time then show on the board how the word is spelled. Words: 2—[at, ate], 3—[tape, fat, cake, date, safe, shake], 4—[spade, crate, band, grade], and 5—[scrape]. Now let’s read some words. Read as the class the word that was just spelled written on chart paper.

5. Assign partners, preferably pairing less advanced readers with middle or more advanced readers. Students will read Jane and Babe. “Jane works with animals. Babe is a lion who lives in a cage. He is one of Jane’s animal friends. She goes to wake him but Babe continues to sleep. I wonder how Jane will get Babe to wake up and what they will do if he does. To find out lets read Jane and Babe. I want you and your partner to read the book to each other, so Rick should read to Joey once then Joey will read it again to Rick.

6. As students finish, have them pick up an assessment sheet. This sheet will have 5 pictures: a cake, tape, a lake, a game, and a cane. Students will write the names of the pictures. Also for assessment, when called students will individually come to the teacher and read note cards with psuedowords on them. Words: pape, shabe, trame, cate, and zake

             

 

Reference:

            Locklier, Amy. Mike Likes Kites http://www.auburn.edu/rdggenie/begin/millerbel.html. The Reading Genie

            Phonics Readers. Jane and Babe. Carson, CA. Educational Insights.1990.

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