Aaaa, Let’s Ride the
In order for beginning readers to become successful in reading
and writing, it is important that they understand that each
letter in the alphabet has a different sound. By learning about
phonemes and letter correspondences, beginning readers can become
fluent readers. This lesson will focus on the short vowel sounds a=/a/
because many times students struggle with short vowels. They will learn
the /a/ correspondence through an interactive activity. They will also
be learning to spell and read words with the /a/ sound through a
letterbox lesson and through a decodable book.
Elkonin letter boxes (class set)
letter cut outs including the letters b, a, t (x2),s ,p ,c ,k ,h ,r
Class set of Pat’s Jam. Cushman, S (1990). Carson , CA :
word lists for assessment
1. Today we are going to learn about a special sound /a/.
Does anyone know what sound the letter makes the /a/ sound? A. Good job
everyone! We are going to learn how to spell and read words with
the /a/ sound in them, let’s get started!
2. Does anyone know of something that makes the /a/ sound? When I
think of that sound I think of screaming on a rollercoaster, ahhhh. So
for today, whenever we hear that /a/ sound that the letter a makes we
are going to put our hands straight up in the air like we are riding a
3. Now as a class we are going to try this tongue twister. Anna asked Alice if the ant was in the
attic. Now let’s say it together. Making the /a/ sound longer
than the other sounds that we hear. I would also like for you to ride
the rollercoaster whenever you hear the /a/ sound. AAAAnna aaaaasked AAAAlice if the aaaant
was in the aaattic. Very good! I love the way all of you were on
the roller coaster!
4. Call on students to answer each and tell how they know. Do you
hear /a/ in cat or kit? Clap
or bent? Snack or spill? pat or pit ? Cast or cost?
5. Next instruct the class with a letterbox lesson. Pass out
material for each student, Elkonin boxes, letters: b, a, t (x2),s ,p ,c
,k ,h ,r. Use a document camera for modeling. We're going to use
these boxes to spell out a few words. First let's say I have to
spell the word slack. Ok what I'm going to do is stretch the word
out to hear all the different sounds. /s/, /l/, /a/, /p/.
First I hear /s/. I know that the letter s makes that
sound. I'm going to put a s in the first box. /s/,
/l/. Ok now I hear the /l/ sound. That's the letter
l.. /s/, /l/, /a/. There's that /a/ like I am on a
rollercoaster, so I know that's an a. Almost done. Only one
box left. /s/, /l/, /a/, /p/. I hear the /p/ sound, and I
know that's a p /s/, /l/, /a/, /p/. Now I have spelled
slap. I'm going to ask you all to spell a few words. Tell
the students to spell the following words, one by one: [bat, sat]
3: [pack, that], and 4: [trash]. As they are spelling walk around
the room in order to check their work and progress, and helping any
students who need help. When every student is done with each
word, explain the correct way to spell the word.
6. Write a list of words on the board. Include the words, back,
trash, that, black, lag, and slag. Call on students to read each
7. Now we are going to read a book called Pat’s Jam.
Whenever you hear our special sound, what is our special sound can you
all make it for me? Wow! That’s right! ahhhh Whenever you hear that
sound I want you to ride your rollercoaster like we have been
practicing. Pat and Pam are very hungry so they have to go to the
grocery store to get something to eat. There is so much food so
it's hard to decide, but they finally get some jam and ham. They
get back in their van, but they see they're out of gas. What are
they going to do? Let’s find out! Here we go! Students will read the
8. For the assessment the teacher will have an individual word list for
each student that will consist of words to assess their understanding
of the /a/ sound.
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