AAAAlligator Open Wide!
Beginning to Read
Rationale:
It
is essential that readers understand that letters are
a map of the phonemes in spoken words. This lesson will teach students
to
spell, pronounce and recognize words that contain the
a=/a/
correspondence. Students will learn this correspondence through
meaningful
representation, as well as through practice with both spoken and
written words
containing the=/a/ correspondence.
Materials:
Picture of an alligator with his
mouth
wide open with a in the center of their mouth.
Alley
the alligator and her pal smell an appetizing apple
jam in an
Felt
Board Elkonin Letter Box
for the entire class (4, one for each group) (1 for the overhead)
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Letters
: c,r,a,b,l,m,p,s,n,k,d,f,t,t,
List
of pseudo words: alf, add,
taz, asp, , tad,
vash
Book:
Pat's Jam
Primary
Paper
Pencils
Procedure:
1.
Display the picture of a alligator
with the letter a in the mouth of the alligator. Now imagine an
alligator
opening wide. Yes that’s right say aaaaah.
Now
everyone said aaaaaaaaaaaahhhh. That’s
right.
2.
Now we know the letter a makes the /a/ sound as Alley
and pal. I want you all to say this tongue twister with me and lets listen to all the /a/ sounds you make. An
ape and her
pal ate an appetizing apple jam in a
3.
Now we will begin our letter box lesson on the /a/
sound in our words. I will begin by modeling the use of the phoneme /a/ in a simple word. We are going to begin
with the word
pat. Lets sound out the letters that we
hear in this
word. ppp/aaaa/tttt.
Lets construct our letter box now, thats
right the first letter is P and then we hear aaaaaaaa.
The next letter in the next box is A. The last letter we hear is tttttt which is a T. Now lets
put
all of our sounds together ppp/aaaa/ttttt
and we get
the word pat. Now we are going to work in groups to construct our own
words.
Give each group the words and have them construct their words. If a
group of
students create a word incorrectly then have them say the word and say
the
phonemes they hear in that word. Phonemes (4) crab, lamp, snap, crash (5)spank, draft, clamp, tract (6) strand.
4.
After the students have successfully create
their letter boxes then I will engage the students in
a short book talk that is filled with /a/ sounds. "We are going to read
a
book entitled Pat's Jam. Pat picks up his pal Pam. Pat brings along ham
for the
picnic and Pam brings jam. They load up into the van but oh no they run
out of
gas! What do you think will happen next to the rats?" Then the students
will begin reading the book among their group alternating pages as each
student
reads a page.
5.
When the students are done with their reading, take up
the student's books.
6.
Ask the students to begin to write in their journal
about their favorite dessert or food to eat. This exercise should be
completely
with pencils and primary paper.
7.
I will have each child read a list of pseudo words and
assess their understanding and pronounciation
of the
/a/ sound individualy while everyone else
is engaged
in their journal activity
References:
Dr.
Bruce Murray, The
Valerie
Loveless, Iiiicky, Iiiicky,
Stiiicky!
http://www.auburn.edu/academic/education/reading_genie/catalysts/lovelessbr.html
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