A-a-a-a-a A-a-a-a-a Choo

 

 

Candace Goodwin


Beginning Reading
 

Rationale: The focus of this lesson is the process on beginning to read. For children to be able to understand reading, they need to know that phonemes are sounds in spoken words. Children must learn vowels in order to be able to decode and sound out words. The focus of this lesson is on the /a/ correspondence. In this lesson children will practice written and spoken representations short /a/ correspondence.

Materials:

An illustration of the letter a

Letter boxes for each student (hat,an,sam,bat,nap,cat,at,jam,brat)

Letters for each student: (h,a,t,n,m,b,p,c,j,r,s)

Chart with tongue twister: An angry alligator asked for Anna's apple.

Primary paper for each student

Pencils for each student

The book A Cat Nap for each student

 

Procedure:
1.To introduce this lesson tell the students by telling that letters stand for movements made by our mouths when we say different words. Also tell students that the letter a has its own very special mouth movement. Emphasize to the students that it is important to learn the letter a when learning how to read and write. "Today boys and girls we are going to learn /a/. To begin with you may have some trouble hearing /a/ but you will be able to pick this in no time by the end of our lesson."

 

2.Ask the students what do they say when they feel a sneeze come on. "Your right re usually say A-a-a-a-a  A-a-a-a-a Choo." "When I think about the sound that the short a letter makes I think about sneezing." "Listen to me as I pretend to sneeze A-a-a-a-a A-a-a-a-a Choo, now let's all try it together." "A-a-a-a-a A-a-a-a-a Choo." "Very Good you all have the hang of it."

 

3."Let's take a look at our tongue twister chart." "I am going to say it the sentence and then I want you to repeat it with me three more times. An angry alligator asked for Anna's apple." Repeat three more times with the rest of the class.

 

4."Everyone take out their letter boxes and letters. I am going to read some words and I want you to spell them using your letter boxes." Make sure that you go over the rules of letter boxes before you have your students begin spelling the words. Model an example for yours students using the word crab. Crab c r a b. Show your students your letterbox word on the overhead.  "Now I want you to spell some words for me." At, an, hat, sam, bat, nap, cat, jam, brat). Walk around the room and help the children that need help. After everyone has finished model the correct spelling on the overhead for the children using your letter boxes. After the students have finished spelling their words I am then going to place the words on the overhead projector and have students read the words aloud.

 

5."Now we are going to practice writing the letter Aa". "Everyone pay close attention to me as I write it on the board." "For the uppercase letter A, we are going to start at the rooftop, go down the slide to the sidewalk, and then down the slide the other way, and finally you will cross at the fence." "For the lowercase letter a we are going to start under the fence." "Go under and touch the fence, around and touch the sidewalk, around again and then straight down." "Get out your primary paper and pencils and practice writing the upper and lowercase letter A." "Write each six times." While your students are writing walk around and make sure each child is writing the upper and lower case letter A correctly. "Great job you all caught on really fast."

 

6."Now we are going to read a book called A Cat Nap." "Tab is a fat cat who liked to take naps." "He can take a nap anywhere he goes." "It is so easy for him to fall asleep." "You and your partner will have to read this book to find out where Tab ends up after he decides to take a nap in a bag." "If you need any help while you and your partner are reading raise your hand I will come to help you." "After you finish reading we will have a short discussion about what happened in the book."

 

7.I will assess the students by walking around the room and listening to each group of students read. I will make sure to pay close attention to any decoding problems and test their comprehension of the story by having a short discussion after the students have finished their reading.

Resources:

 

Wheat, Kathleen. Active Alligators Like Apples

http://www.auburn.edu/academic/education/reading_genie/encounters/wheatbr.html

 

Wingo, Whitney. Aaaaa! I‰¥¡å´Ì¼m at the Doctor

http://www.auburn.edu/academic/education/reading_genie/navig/wingobr.html

 

Boulware, Ashley. Aaaaa is or Short /a/

http://www.auburn.edu/academic/education/reading_genie/navig/boulwarebr.html

A Cat Nap by Educational Insights

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