﻿ What's Your Name, Mr. A?

Rationale: This lesson is to teach the vowel correspondent, a_e = /A/. Students will recognize /A/ in spoken and written words. Students will also be able to spell words with a_e.

Materials:

Letterboxes (1 per student)

Letter tiles (enough for each child to have their own set) a, e, c, k, r, f, m, g, s, t, b, l, p

Copy of Jane and Babe for each child

Chalk board or Dry Erase Board visible to children.

Worksheet

Procedures:

1.  Say: Does anyone know what sound the letter A makes? Yes, Great Job. The letter A says /a/ in many words like in the word pat, tap, cat, and nap. That’s when we make the sound that sounds like a baby. But the letter A can also make a different sound. The letter A can also say its name, the sound /A/, in words when it is followed by a consonant and then the letter E.

2.  Say: Now let’s say a tongue tickler that uses the /A/ sound... I am going to write it on the board and you clap your hands every time you hear the /A/ sound. I will circle the words every time you clap your hands. Here we go: "Abe, the brave ape, ate Amy’s baked pies" Circle the words ABE, BRAVE, APE, ATE, and BAKED. Show the students how each word that made the /A/ sound was spelled with the a_e correspondent.

3. Say: Can you tell me if you hear /A/ in... Cane or hook? Pie or cake? Blade or knife? Grape or berry? Sky or Space? Snake or worm?

4.  Say: Lets look at a word on the board. How about the word cane? Write cane on the board). We can see that the letter A is followed by the consonant n and the letter e. Do we hear the letter e said at the end of the word? /k/ /A/ /n/…..cane! You are right. You can here the E because it is silent. The E just lets you know to say /A/ instead of /a/.  Now what if we take off the letter e? (Erase the letter e). What is that word? You are right. That word is can.

5. Pass out letterboxes and letter tiles to each student. The students should be familiar with letterbox lessons. Draw four letterboxes on the board. Model the first letterbox word for your students. Be sure to use your letterbox word in a sentence. Say: Now we are going to spell words with other letterboxes and tiles. I am going to spell the word grave in my letterboxes. Emily could be in grave danger. Did everyone hear that long A in the word GRAVE? Yes, so did I.  So lets start. G-g-g... I hear a g. I am going to put this in my first letterbox. G-g-r-r-r. I heard an r. R will go in my second letterbox. /A//A/ I need and A. V-v-v. I will put a v in the fourth letterbox. I also know that I need an e to make the a say /A/. Okay I am going to put my e outside my letterboxes because it is silent

6.  Now students will spell words in their letterboxes. Say: Now you will spell a list of words with your letterboxes. Slowly read out each word. Give time between each words for students to spell the word. Walk around the class while you are waiting to make sure the students understand what to do.

2 phonemes: ATE, AT

3 phonemes: CAKE, RACE, TAP

4 phonemes: GRACE, STAGE, BLAME, SPACE

5 phonemes: SCRAPE

7. Students will read the words they spelled in their letterboxes. Write each word on the board that the students just spelled (ate, cake, race, fame, grace, stage, blame, space, and scrape).

7. Pass out the decodable book Jane and Babe by Sheila Cushman and Rona Kornblum. The books will allow children to practice reading a_e words. Say: Jane and Babe is a book about a lion named Babe who lives in a gated cage.  Jane is Babe's zookeeper. To see how Babe and Jane get along you will have to read the book Jane and Babe.

8. Assessment. Have children put the correct a_e word in the blanks. Worksheet is located below.

Sources:

Anderson, Ashley. "Angry ants and Their adventure Across Arizona" .

Book: Jane and Babe by Sheila Cushman and Rona Kornblum. Illustrated by Llyn Hunter. Phonics Readers Book 2. Educational Insights 1990