Aaaaa,
Crying Baby
Rationale:
It
is important that before students become successful readers, they first
must
understand a grapheme/phoneme relationship. The purpose of this lesson
is to
help children comprehend the vowel correspondence a= /a/.
Materials:
Picture
of a baby crying
Chart
paper with tongue twister (Amber’s ants ate Ashley’s apple)
Book:
A Cat Nap
Elkonin
boxes (3 letterboxes for each student and a set for the teacher)
Letter
tiles (a, b, c, n, p, r, t, g, f)
Chart
paper with words written on it: nap, bat,
cat, rat, fan, bag
Primary
paper
Pencils
Worksheet:
words (nap, cat, rat, fan, bag, bat)
on one column and pictures of those words on another column
Procedures:
1. Today we are
going to
learn the short vowel a= /a/. The vowel /a/ makes the aaa sound. Has
anyone
every heard a baby crying? Whenever I hear a baby crying I think, aaaa
crying
baby. Now I want everyone to pretend we are hearing a baby crying for a
long
time and now say aaaa crying baby.
2. Now we are going
to go
over the tongue twister that is written on chart paper. I am going to
read it
first then I want you to repeat it after me: Amber’s ants ate Ashley’s
apple.
Now, lets stretch out the a = /a/. /a/mbers /a/nts /a/te /a/shley’s
/a/pple.
3. Now I am going
to give you
each three letterboxes and a bag of letters. I want everyone to get out
all the
letters and line them up so you can see each of them. Before, we start
spelling
I am going to first show you how to spell the first word. I will say
lets spell
the word hard. Lets listen to how
many sounds are in the word. /h/ /a/ /r/ /d/. I hear four sounds. I
will ask
what the first sound the students here. Yes, the first sound you hear
is /h/,
which is what letter? That’s right, the letter h. Next, I hear the /a/ sound.
What letter is that? Correct, the letter a.
What the is next sound that you hear. That’s correct the /r/ sound,
which is
what letter? Right the letter r.
Now what sound do you hear at the end? Yes,
the /d/ sound which is what letter? That is great, it is the letter d. Now, that I have modeled how to spell
the first word I want you to spell the next word, nap.
Then I will have the spell bat,
cat, rat, fish, fan, bag. While they are spelling the words I will
walk
around, monitor, and write any miscues.
4. After we finish
the
letterbox lesson, I will ask the students to read the same words of the
chart
paper. I will say "first I will show you how to read the first word." I
will
stretch out the phonemes, /h/ /a/ /r/ /d/ when I read the word and then
blend
them together.
5. Next, I will
introduce the
book with a book talk. "This book is about a cat named Tab that loves
to nap in
strange places. What do you think his owner will do when he finds him
at a
baseball game? Let’s read this story together to find out what
happens." I will
start the story by reading the first page of the book A
Cat Nap. After I read the first page, I will randomly call on the
students to come up to the big book to individually read a sentence.
6. After reading
the story I
will ask the students to take out a piece of primary paper and a pencil
and
will ask them to write about a favorite animal or pet.
Assessment:
Each
student will be given a worksheet with words from the lesson to
complete. One
column will have the words from the chart paper (nap, cat,
rat, fan, bag, and bat) and the other column will have
pictures that match as well as other random pictures. I will be able to
assess
their understanding of the lesson by if they are able to match the
words to the
pictures.
Reference:
Cushman, Shelia. A Cat Nap. Educational Insights: Carson,
CA, 1990. 8 pgs.
Powell, Megan:
http://www.auburn.edu/academic/education/reading_genie/voyages/powellbr.html
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