Rationale: Children who are first learning to read must be able to recognize as well as write and pronounce the sounds for each letter. This lesson on a = /a/ is meant to help students learn to write as well as identify the short /a/ sound in written and spoken words. By practicing forming the letter and pronouncing its sound students will gain the knowledge necessary to recognize both written and spoken /a/.
List of words to be read by the teacher
Pencil for each child
A Cat Nap
Chart paper with upper and lower case A written on it
Pictures of a cat, dog, apple, ant, and frog for each student
Tongue twister: "Annie's apples were almost ripe" on chart paper
1. I will begin the lesson by telling students that we will be learning about the letter A. I will tell them that it is the first letter of the alphabet.
2. I will then show them the letter a (upper case and lower case) on a piece of chart paper and then model how to correctly write each one. As I write the uppercase A I will tell them to "start at the top line and slant to the left. Then go back to the top and slant to the right. You have made a teepee. Now connect the two sides of the teepee with a line across the middle to hold them together. Congratulations! You have made and uppercase A. Now make a row of them using your pencil and paper. Each time you make one repeat the directions quietly to yourself." I will model how to create the letter as I talk through the directions. I will also model creating two more uppercase A's on the chart paper as I repeat the directions. "Now we are going to learn how to make a lower case a it is smaller than the uppercase A and has a different shape. To make a lower case a, you start a little below the middle line and curve up to the middle line then bounce down to the bottom line, like a c. Now make a line from the middle to the bottom to close off the c. Very good! Now make a row of lower case a's. Remember to repeat the directions as you make each a!
3. "Now that we have learned what A looks like. Let's learn what it sounds like too. Have you ever been really scared? Scared like you would feel if you were swimming and you saw a shark! I bet you would scream and it would sound like this, aaa! That sound is also one of the sounds that the letter A can make. Everyone turn to the person sitting next to you and make the sound just like I did. Watch your partner's mouth as they make the sound. See how their mouth is open and round as they make the sound."
4. "Now we are going to learn a tongue twister to help us practice saying /a/. Everyone say /a/. Now repeat after me: Annie's apples were almost ripe. Now we're going to stretch the /a/ sound like we did earlier. Now let's say it one more time and break the /a/ sound away from the rest of the words."
5. "Now we are going to search for the sound /a/ in a few words. I will say two words and you tell me which word you hear /a/ in. When we are searching for a sound we can stretch the word out like this: (model: baaag). Now you try it."
6. "Now I am going to let you stretch the words and find the /a/ sound on your own. Do you hear /a/ in: hat/here, bag/big, apple/fruit, ham/pig, bat/dig, sat/bed"
7. I will then read A Cat Nap to the students. As we read I will tell the students to listen for the /a/ sound. I will stretch out the sound as it occurs in the book so the students can hear it.
Assessment: To assess the student's learning of the letter A I will have them write a both an upper case and lower case a on a piece of primary paper. To assess their learning of the phoneme /a/ I will test the students individually by giving the students pictures of a cat, dog, apple, ant, and frog. The students will say the names of the items on the picture to me so that I know that they understand the object in the picture. They will then show me which of the items have the /a/ sound in it.
References:Tyler, Emily. The Cat in the Hat. http://www.auburn.edu/academic/education/reading_genie/odysseys/tylerel.html