A-a-a, an alligator!
Beginning Reading
Rationale:
In the process of becoming successful readers, students must first have
a firm
understanding of grapheme/phoneme relationships that are seen in
reading and
writing. The purpose of this lesson is
to aid children in understanding the vowel correspondence of a=/a/.
Materials:
Dry
erase
board and markers
Chart
paper
with tongue twister (alligator Al got apples from alligator Allie)
Picture
of
scared face to demonstrate a-a-a-, an alligator
Letterboxes
Letter
tiles:
a, e, o, u, t, b, m, d, g, c, k, f, l, p
Procedure:
1. I will introduce the a=/a/ correspondence.
"Today,
we are going to learn about the letter a
and the /a/ sounds in words. The letter A sounds like this: (I will put
my
hands on my head and show a scared face and say, "A-a-a-a!") Just to
remind us,
I brought a picture to put on the board of someone that is scared and
screaming "A-a-a-a!". Now, I want
everyone to make
the "a-a-a" sound with me and look like you are scared of something.
Good job!
Way to go.
2.
"Now, we
are going to read a tongue twister. I will read it first, I want you to
repeat
after me. Alligator Al got apples from
alligator Allie. Great Job! This time,
let's say the tongue twister again and stretch out the /a/ sound and
look like
we are scared. Aaaaaaligator Aaaaaal got aaaaaaples from aaaaalligator
Aaaaaalie. Great!
3.
"I am now
going to say sets of words, and I want you to tell me which one has the
/a/
sound in them.
Bag
or Bug?
Trap or Truck? Jug or Jag? Hunt or Drag?
4."Good
job
students. Now let's do some practice with the sound we just practiced.
(Show
students how many numbers are going in the letterboxes; maybe even do
one
example beforehand to model the practice). Then ask students the words
that are
in the following list: 2-at, 3-rag, sat, had, set, lip, 4-cast, mask). After you have made your word and you think
you have the word correct, raise your hand and I will come check your
work. To ensure that students can read words, the
instructor may
want to write the words on the whiteboard and have the students read
the words.
5.
"Now, we
will read Apples for Al. This book is
about an alligator named Al and he really loves apples. He has many
alligator
friends but his best friend is Allie the alligator.
Allie and Al play together all day one day in
the water. When the day is over, Al goes
on a search for some apples. Do you think he will find apples? Will he
share
his apples with Allie? Where do you think he will find apples?
Assessment:
To
ensure
students have fully understood the a=/a/ correspondence, I will have
them
complete a worksheet that has pictures of words with the /a/ sound. They will have to look at the pictures and
decide which words have the a=/a/ sound.
They will find the pictures that have the sound and cross out
the ones
that do not. Also, the students will complete a worksheet in writing
the letter
A to ensure that students recognize that letter when written.
Resources:
Worksheets:
http://www.teach-nology.com/worksheets/early_childhood.alphabet/a/
http://www.enchantedlearning.com/alphabet/circlewordsthatstartwith/ashort.shtml
Brown,
Lisa.
Apples for Al. 2000, Scholastic.
Reading
Genie Website; Morgan Montgomery - "Uhh, where is my umbrella?" http://www.auburn.edu/academic/education/reading_genie/sightings/montgomerybr.html