Allie Abbot Loves Apples
by: Alyson Jones
Rationale. In order for students to learn how to read and recognize written and spoken words, they must learn the mouth movements for each phoneme. Students must learn to distinguish the different phonemes in spoken and written words in order to break the alphabetic code. It has been proven that children must learn to decode all of the different correspondences in words in order to learn how to become a skillful and fluent reader. Mastering short vowel sounds is extremely important before moving on to more difficult correspondences. The focus of this lesson is to teach students the /a/ sound in spoken and written words. In student's will gain a better understanding of this letter by doing a tongue twister and constructing words in a letter box lesson .
case letters. Enough for every students to have the letters they need
letter box lesson. The letters should be broken up into bags for each
(x # of students) Each bag contain the letters. m,a,t,c,p,h,m,b,g,n.
Letter Boxes for each student (x # of students)
Book- A Cat Nap by Erin Cooper
Worksheet (see attached worksheet)
Apples on popsicle sticks (x # of students)
Big letter box for teacher
1. It is important for students to be able to hear phonemes in spoken words. For this part of the lesson I will have the students say the tongue twister. Boy and girls, today we will be talking about the short /a/ sound. Can anyone tell me what short /a/ says? That's right it say /a/.
2. Just like in this tongue twister, Allie Abbot Loves Apples. Every one say Allie Abbot loves Apples. Repeat 3 times.
3. Ok lets stretch out the words in the tongue twister so that we can hear the short /a/ sound. AAAAAllie AAAAbbot loves AAAApples. Now you try it. Great! What sound do you hear at the beginning of Allie? Do the same thing for the word Abbot and Apple. That's right it says /a/ like in the words Allie, Abbot, and Apples. Can you think of any other words that have the /a/ sound. (words could be cat, bat, mat, ham, hat)
4. Each student will be given each a letter box. The letters will have already be broken up into individual bags for each students. Each student will be instructed to get a bag. Ok boys and girls we can going to spell some words that have the short /a/. I need all the boys to go to the reading table and get 1 bag of letters. When the boys have returned to their seats the girls will get there bag.
5. We will only focus on words that have 3 phonemes. Word list: Mat, Cat, Map, Ham, Bag, Pan, Tag, Man. Each bag contain the letters. m,a,t,c,p,h,m,b,g,n. Now, boys and girls I want you to pour your letters out in on your desk and flip them over so that you can see the letters.
6. I am going to show you how to use your letter box. I will say the word sat. Then I will stretch it out. Saying out loud saaaaatttttt. I will explain to the students that I will want them to count out the sounds they hear as they stretch out the word. As I am stretching the word sat, I will hold up one finger for /s/. Ok, I know that sound is for "s" so I need the letter "s". (Place the s in the first box). I will sound out saaaaaattttttttt out again. Hold up another for /a/, ok I know that /a/ say's a so that's the letter a (place letter a in second box) Sound out sattttttt again. Hold up a third finger for /t/ Ok I now that's the letter t. (place the letter t in the third box) Say the word sat. Oh! That word is sat. I hear 3 sounds in the word sat. Now, I want you to sound out the word can with me. Stretch it out with me. caaaaaaannnnnnnnn. I will just sound out the word like /c/ /a/ /n/. I will now ask the students how many sounds do you hear? That's right your hear 3 sounds. Now, I want you to do the word hat. Great job! You guys are really hearing those sounds! Now are you ready for this word, how many sounds do you hear in the word hand? Great Job you Guy!!!!!!
7. The words that I will be asking the students to spell will be Mat, Cat, Map, Ham, Bag, Pan, Tag, Man by themselves. I will say the word Mat. The students will use the same steps as in the above step to spell out the words in the box. I will walk around to look at what the students have spelled. If any corrections need to be made, I will scaffold the students. Students will continue with the word list. When we have finished the students will put their letters back into their bags. One students will collect all the bags and return them to the reading table. One student will collect the letter boxes and put them on my desk.
8. Now, I will give the students a book talk to the book A Cat Nap.
Book Talk: Tab is a fat cat that likes to nap in Sam's baseball bag. Sam goes to a baseball game and is up to bat. Where is Tab? To find out where Tab the fat cat is, let's read A Cat Nap.
9. Now, the student's will come one by one and read A Cat Nap to me, The rest of the students will work on their worksheets.
10. The students will return to their seats where they will complete a worksheet about short /a/. This will be for their assessment. The worksheet will be a matching worksheet where the students match the words from our letter box lesson to the correct picture.
Assessment. The students will each complete a
worksheet will contain the words from our letter box lesson and picture
item. The student will read each word and match it the correct picture.
will reinforce the short /a/ sound and also give them a chance to read
words that we spelled in the letter box lesson.
Directions: Draw a line from each word to the correct picture.
7. Tag8. Man
A Cat Nap Beginning Reading Design by Erin Cooper http://www.auburn.edu/academic/education/reading_genie/catalysts/cooperbr.html
Active Alligators Like Apples Beginning Reading Kathleen Wheat http://www.auburn.edu/academic/education/reading_genie/encounters/wheatbr.html
Book: A Cat Nap by Educational Insights c1990
Internet site: Dr. Bruce Murray
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