Rationale: It is extremely important for young children to begin reading early on. The earliest stage of reading is the emergent level. It is important to begin letters and symbols and relating them to sounds. The goal of this lesson is for the student to grasp the concept of the vowel a=/a/, and to recognize it when it is used in words.
-primary writing paper
-word cards : cat, nap, fat, bag, bat, cap.
-picture for sound correspondence (baby crying= aaa)
-book: A Cat Nap by phonics readers
-picture page with: cat, cap, bat, bag, apple, bean, bed, shoe, and book
1. Introduce the lesson by explaining that our written language is a secret code. We need to learn what letters stand for, and how our mouth moves when we make these sounds. We will focus on a letter and, and try to recognize its sounds in words.
2. I will begin with phoneme awareness, by telling him the tongue twister: ‰¥þAsk me anytime angels are around, around, around.‰¥ÿ The student will repeat this a few times, and I will say ‰¥þSo what sound do you hear a lot?‰¥ÿ
3. Next I will show the student a picture of the crying baby. I will ask the student ‰¥þWhat sound do you think that the baby is making?‰¥ÿ And we will discuss how when babies cry the make an ‰¥þaaa‰¥ÿ sound. I will show the student the picture and we will act this out together.
4. I will give the student primary writing paper and I will help him or her work on writing the letter, using the fence and sidewalk technique.
5. Now I will show the student how to find /a/ in cat. I‰¥úm going to stretch out cat in slow motion by saying c-c-a-a-a-t‰¥Ï there it is! Do you hear the babies crying in caaaat?
6. I will read the student a word and they will tell me witch one has the /a/ sound in the. The words I will use are: any or penny, sad or sud, bad or bed, dad or dude, sally or silly.
7. Read the book A Cat Nap and talk about the story. Then, we will reread it and have the student recognize when they hear the /a/ in the story by raising their hand. After the book has been read over, the student will be asked to write a message about their favorite pet using invented spelling.
8. Assessment: Distribute picture cards and have the student to name each picture. Ask each student to circle the pictures whose names have /a/.
Cushman, Sheila. A Cat Nap. Carson, CA. Educational Insights. 1990. 9 pages.
Tuning Into the Sounds in Words
Phoneme Pictures for Short Vowels
Livingston, Laura Ann. Kindergarten. Auburn Early
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