Aaaaa! Scary!

Ivy Hopkins
Beginning Reader
Rationale:
            Phonemes give meaning to graphemes.  It is essential to teach phonemes in order to understand and comprehend graphemes.  This lesson will focus on a = /a/.  After the lesson is complete the students will be able to master /a/ in spoken and written words.
 
Materials:
            1.  Letterboxes-cardstock 2” x 2” squares, 6 squares taped together
            2.  Letter manipulatives: (f, l, a, g, c, r, c, k, p, s, h, b, n, k, t, d)
            3.  “The Fat Cat Sat on the Mat” by Nurit Karlin
            4.  Primary paper
            5.  Pencil  
            5.  The Haunted house display board with doors on it.  Words like bat, sit, ant, cab, box, lock, and at will be behind each door
            6.  White Erase board
            7.    Markers for the board
            8.   Cards that read PASK, WAST, PAND, and TRAB.
 
Procedures:
           
1.  “Today we are going to learn that the letter a says /a/.  Now can everyone say /a/.  It kind of sounds like the sound you make when someone scares you…./a/!!  Now I want you to all say “Ants always aggravate Alice.”  Now I want you to stretch out that /a/ sound.  Aaaants aaaalways aaaagravate aaalice.  Good job boys and girls!  I am going to tell you some words and you tell me which word has the /a/ sound in it.  Do you hear /a/ in sat or run?  In front or back?  In cat or mouse?”
           
2.  “Now we are going to do a letterbox activity.  Everyone get out your letterboxes.  I am going to model first how we are going to do this activity.  First, I need three letterboxes.  (Have four letterboxes already drawn on the board).  Now, I want to spell the word flat.  Put a f in the first letterbox, l in the second letterbox, t in the forth letter box, and say “flaaaaat”…oh /a/, that box is an a.  (Talking about the third letter box).  Flat, like the desks we are using are flat surfaces.  Now I want you to try with some other words.”  (Give them the words (flag, crack, clap, crash, blank, and strand) and let them spell them out on their individual letterboxes).  After each word is spelled have the students sound out and read what they have spelled.
          
3.  “Now everyone look at the haunted house display board up at the front of the room.  I am going to open the door one by one and if you see a word that has the sound /a/, I want you to each hold up your arms and scream /a/!!!!!”    As I open the windows of the haunted house that have bat, ant, cab and at the students will raise their arms and scream /a/.
           
4.  Give each student a copy of “The Fat Cat Sat on the Mat.” I will already have them in assigned groups of two so that they can take turns reading to each other.  "Now we’re going to read a book about a cat and a rat that live together! Can you imagine a cat and a rat living in the same house? Do you think that might cause some problems? Let’s read and find out!"        

5.  To assess the students I will have them each meet with me one-on-one and read psuedowords I have created.  These words will be PASK, WAST, PAND, and TRAB.
 
References:
Frey, Katheryn. Abigail Ant. http://www.auburn.edu/academic/education/reading_genie/invent/freybr.html

Murray, Bruce A. and Theresa Lesniak.  “The letterbox lesson: A Hands On
            Approach for Teaching Decoding.”  The Reading Teacher.  Vol 52, No. 6
            March, 1999.  644-650.

Karlin, Nurit (1996) The Fat Cat Sat on the Mat. HaperTrophy. United States of America.

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