Appetizing Apples
Rationale: Students need to
understand that spellings are a map of a series of phonemes that
represent
spoken words. This lesson will focus on
learning the correspondence a=/a/. We will do this by paying
close
attention to the mouth moves when the /a/ phoneme is said, learning a
meaningful representation of the /a/ sound, by recognizing it in spoken
words,
by spelling words with /a/ in them in a letterbox lesson, and by
recognizing
/a/ words in the text A Cat Nap.
Materials:
- sentence strip with tongue
twister
(Adam asks Abby to eat appetizing apples after acting like ants) on it
- primary writing paper for
every
student
- pencil for every student
- letterboxes (1 set per
student)
- ziploc bag of needed letter
tiles for
each student (l,a,p,s,t,g,c,r,b,n,k,d,f)
- white board and marker
- a copy of “A Cat Nap” by
Sheila
Cushman for each student
- handout for assessment, has 5 pairs of pictures (in
each pair one will have the /a/ sound and the other will not. (bag/bucket, dog/cat, cap/cup,
bat/broom, map/bug))
Procedures:
1.
Today we are going to be learning about the letter a and how it
makes
the sound /a/. In order to be able to
pronounce the phoneme a=/a/. Now let’s
say the phoneme a=/a/ together and pay attention to the way our mouth
moves. Everyone turn and watch your
neighbor as we say it. Did you see how
your neighbor’s jaw dropped and stayed open as you made the /a/ sound?
2.
Ask students what their favorite fruit is. Well,
I really like apples. When I go to the
store I buy a bag of
apples. Can everyone say “appetizing
apples” with me and as you say it rub your tummy because appetizing
means they
taste really good. Ok together,
“Appetizing
apples” (rubbing tummy). Now let us find
the /a/ sound in the words “appetizing” and “apples.”
3.
Now let’s try a tongue twister together.
Look at the words on the sentence strip as I say them first. “Adam asks Abby to eat appetizing apples
after acting like ants.” Now let’s say
it slowly together and listen for the /a/ sound. Now
let’s say it together again and this time
stretch out the /a/ sound every time we hear it. Let
me show you… “Aaaaadam aaaaasks Aaaaaaby
to eat aaaapetizing aaaaaaples aaaaafter aaaaacting like aaaaaants.” Now let’s do it together.
4.
Ok, now we are going to spell some words with the /a/ sound in
them. Please get out your letterboxes
and your bag of tiles for today’s lesson.
I will go first and spell the word glad.
Ok, glad that has four phonemes or sounds. The
first is /g/ ok the letter g goes in the
first box. Next I hear /l/, I believe
the letter l should go there. Now I hear
the same sound in appetizing apples, the /a/ sound, so I need the
letter
a. Last I hear the /d/ sound, so the
letter d will go there. Now I have the
word glad. Now it’s your turn to
practice. (I will start with 3 phonemes,
then do four and five phoneme words, walking around and making sure
each
student has each word spelled correctly before I move on to the next). 3 phonemes – [lap, sat, tag, pal], 4 phonemes
– [crab, snag, snack], 5 phonemes – [draft, clasp].
5.
Now I am going to spell the words on the board (white board) and
I want
you to read them for me. Let me show
you. (I will write the word lap on the
board). /l/ /a/ /la/ /p/ /lap/ oh lap!
Now you try it. (I will write
each word spelled with the letterboxes).
6.
Does anyone in here have a cat?
Well we are going to read a book together about a cat named Tab. One day
Tab takes a nap in a bag. Sam picks up the
bag while Tab is
sleeping. To see where he takes Tab we
will have to read A Cat Nap.” (I
will pass out a copy of the book for each
student and we will read the book completely through once)
Now we are going to read the book again and
every time you hear the /a/ sound I want you to rub your tummy like you
are
thinking about appetizing apples (we will read the book again and have
students
do gesture to show /a/ sound).
7.
In order to assess I will pass out handout that has 5 pairs of
pictures. In
each pair one will have the /a/ sound and the other will not. (bag/bucket, dog/cat, cap/cup, bat/broom, map/bug).
The students will circle which picture has the /a/ sound with a red crayon and then write the word the
picture represents under it. If invented
spellings are used it is ok as long as phonemes are present.
References:
Frey, Katheryn. “Abigail Ant.”
http://www.auburn.edu/academic/education/reading_genie/invent/freybr.html
Murray, Bruce. Reading
Genie Website – “The Letterbox Lesson.” http://www.auburn.edu/rdggenie/letbox.html
Wyatt,
Jillian. “Adam’s Apples.” http://www.auburn.edu/academic/education/reading_genie/innov/wyattb