All in for A!!!
Rationale:
This lesson will help
children identify the /a/ sound in spoken words.
The /a/ sound is the phoneme represented by the letter a.
Students
will be able to recognize and understand how the mouth moves when sounding out
the /a/ sound. Students will also gain more experience hearing the /a/ sound in
spoken words by participating in the tongue twister, the /a/ word cards and the
letterbox lesson. Lastly, students
will be given an assessment to test their knowledge on the /a/ sound in spoken
words.
Materials:
Primary paper and pencil; /a/ tongue twister sheet “Alice and Annie ate an apple
pie at Annie’s apartment”;
Word cards with: APPLE,
LAP, BAT, FALL, CAT:
Letterboxes and
Letter tiles (letters needed: h, a, m, g, n, p, t, c, l, p, g, b, s, k, r, o,
w);
Pat's Jam
Educational Insights book.
Procedures:
1. Say: “Today we are going to learn how to say the short /a/ sound in the
letter a. This sound can be found
in many words. For instance, this
is the sound you make whenever you scream, ‘Ahhhh’. Can you try making the /a/
sound with me when we scream? (Teacher will demonstrate the ‘Ahhhh’ sound).
Great! See how your mouth
stretches really wide whenever you make this sound?
2. Say: “Now lets try a super
fun and silly tongue twister: “Alice and Annie ate an apple pie at Annie’s
house”. Now it’s your turn! I want
you to try stretching out the /a/ sound (the teacher will model first and then
students will attempt), “Aaaaaaalice aaaaaaaand Aaaaaanie aaaaaate aaaaan
aaaaaaaaple pie aaaaaat Aaaaaanie’s house”.
Awesome job!
3. Say:
“To make sure that you understand the /a/ sound in spoken words, I want
you to point out which words has the /a/ sound on the word cards. Do you hear
the /a/ sound in apple or plum? (apple) Do
you hear the /a/ sound in late
or lap?
(lap) Bite
or bat? (bat)
Fall or fell? (Fall)
Cat or kitten? (Cat)
4.
Say: “Now we are going to try a letterbox lesson (the teacher will model
an example first). Remember that to
place each individual phoneme (sound) in each letterbox.
I am going to show you how to spell the word: Sat. The first sound is
/s/, so you place an s in the first letterbox. The next sound you hear is the
/a/ in sat, so you place an a in the second letterbox.
The last sound you hear is the /t/ sound in the word sat, so you place a
t in the third letterbox.
Marvelous! Now you have spelled the
word Sat”.
Next, the teacher will ask the student to spell the words: 2 phonemes- at, all,
ate, 3 phonemes- ham, bag, hat, man, pan, ant; 4 phonemes- clap, grab, hand,
mask, arrow (letters needed: h, a, m, g, n, p, t, c, l, p, g, b, s, k, r, o, w).
The teacher will say each word slowly and will stretch out
the /a/ sound so that students can distinguish how many phonemes to place in
each individual box.
5. Say:
“For our last activity, I want you to read
Pat’s Jam.
This
book is about two rats named Pat and Pam.
Pat has ham and Pam has jam.
However, both cannot leave the grocery store since their van is out of gas.
What do you think Pat and Pam will do? You will have to read Pat's Jam
in order to find out!”
An engaging booktalk like this one will help the student to be more eager
to read the story.
Assessment:
The teacher will
pass out an assessment worksheet that has a picture and scrambled letters on the
side students will be asked to unscramble the letters and correctly spell the
letters next to the picture. All of
the words will have the /a/ sound.
Resources:
Cushman, Sheila. Pat's Jam. Ed. Pat Millie. Carson, CA.: Educational
Insights, 1990. Print.
Lauren Emily
Shipman, “Abby’s Apple”:
http://www.auburn.edu/academic/education/reading_genie/adventures/shipmanbr.htm