Beginner Lesson Plan
Aaaaaaaa!!!
Scaredy A!
Maria Sanders
Beginner Lesson Plan
• Rationale:
It is important for beginning
readers
to become aware of phonemes in words because they need to know the
sounds each
letter makes. Identifying
phonemes in words can be very difficult for children.
Phonemes are the vocal gestures in spoken
words and vowels have proven to be the most complicated. Therefore the
goal of
this lesson will be for children to identify short /a/. They will achieve
recognition of short /a/ through a
hang gesture, tongue twister, writing methods and a worksheet.
• Materials:
A copy of A Cat Nap
Letter boxes for each
student and
teacher
Letters f, s, t, l, n,
d, c, r, b, p,
m, h, a.
Primary paper and
pencils for each
student
Picture of a ghost
Poster of upper and
lower case a
This lesson plan
including the words:
Fast, Land, Crab, Sand, Last, Bad, Pat, Nap, Cat, Lad, Tab, Mat, Ham,
Sad.
Worksheets for all
students
• Procedures:
1.
I
will hold up a picture of a ghost and ask do you know what this is? That’s right a ghost! Ghosts can be scary!
What would you do if you saw a ghost? Then
I would allow time for a few responses
before interjecting with my own. Those are all great ideas! You
know what I
would do if I saw a ghost? I would throw my hands up in the air and yell/a/! I bet some of you would do the same
thing, lets all do that together. Raise
both hands in the air like this and say/a/!
Good job! Then I would allow for a minute
to settle down before continuing on. Do you hear the /a/
sound when we are scared by our ghost?! I do too. You
know what letter always is scared of
ghosts? The letter /a/
is, so it says /a/
just like we would if we saw a ghost!
2.
Does everyone know
what the letter a
looks like? I would have a picture of
both upper and lower case a’s. That’s right it looks like this. Now we are going to write our little /a/
because it is probably the most scared of ghosts! Pass out
primary paper and pencils and then model how to write an/a/ on
the board while saying each step. First we are going to start a
little
below our fence then go up and barely touch the fence, go all the way
down to
the sidewalk and back up to the fence. It’s
kind of like a c or making an o except now we are going to give it a
walking
stick and draw a line straight down from the fence to the sidewalk like
this.
Good. Ok now you all try.
It is going to take a couple of times so
write 5 little scared a’s.
3.
Let’s
see if we hear our /a/ sound in this
tongue twister. Listen to me first and then we will all say it together
ok?
Make sure you are listening for our scarey cat /a/! Pam the crab loves
apples and ham! Did you hear our /a/
sound? You did? I did too! Now let’s say it all together Paaam the
craaab loves
aaapples and haaam! Good!
4.
Great
job! Now we are going to have to listen extra hard and I am going to
say some
words and you listen for our scared /a/
ok.
Do you
hear our /a/ sound in:
o
Crab or
Hot? Crab
o
Bad or
Good? bad
o
o
Happy or
Sad? Sad
o
Cat or
dog? Cat
o
Summer
or Mad? Mad
Good
job!
5.
Alright
since we are such great listeners and can hear our scared /a/
in those words let’s see if we can hear it and make the words
ourselves! I am going to use the letters out of my letter bag to make
the word
sad. So, first I am going to put out all
my letters in a line like this so that I can see them all.
Then I am going to get out my letter box and
fold it so that I have 3 boxes because all of our words are only going
to need
3. Now I am ready to begin, my first
word is glad. Ggllllaaaaad. Do you hear our /a/
sound? I think I do too. Ok, so I hear the /gl/ sound first, then the
aaaa
sound. Place the gl and a in the correct
boxes. Now I have glllaaaa and then dddd I think my d goes here. Let’s say it together glllaaaaaaadddd. That’s right.
Ok now it’s your turn. Go ahead and get out your letters and
boxes and
line them up like I did so that you can see them and when we are all
ready I
will start with our words.
o
Nap
o
Cat
o
Lad
o
Bad
o
Tab
o
Mat
o
Ham
o
Bad
o
Pat
Good, I
think that you have it down. Go ahead and make 4 boxes and we will try
a couple
more words.
o
Fast
o
Land
o
Crab
o
Sand
o
Last
I will walk around
during the letterbox lesson and help each student
and take notes on what students may need additional help. Ok, good
now
everyone put their letters back in your letter bag and put your
letterboxes
away and move to the carpet.
6.
Then we
will move on to our book, A Cat Nap. This book is about a cat
named Tab and
Tab is a very sleepy cat. How many of you like to take naps? Well Tab does too, but one day he falls
asleep in someone’s bag and gets carried away! So let’s see what
happens to
Tab! Then
I will read the story. Then as an assessment I would have the
students
return to their desks and pass out a worksheet that deals with our
story and
our /a/ sound. (Worksheet
attached. They should get at least 8/12
of the /a/ sound. The
first section is to identify their
comprehension of the text.)
•
References:
A
Cat Nap. Educational
Insights,
Murray, B.A.,
&
Lesniak, T. (1999). The Letterbox Lesson: A hands-on approach for
teaching
decoding. The
http://www.auburn.edu/academic/education/reading_genie/odysseys/youngbr.html