Beginning Reading Design
It's a shame that Sometimes A
Needs an
E to say its Name!
Rationale:
This lesson is to teach a_e says /A/.
Students will recognize /A/ in spoken and written words. Students will
also be able to spell words with a_e. Students will remember /A/ by
saying a short phrase: It���s
A okay that a_e says A!
Materials:
��
Letterboxes (1 per student)
��
Letter tiles (enough for each child to have their own set) a, e, b, k,
t, c, n, g, l, m, p, r
��
Copy of Jane and Babe for each child
��
Sign of a_e to hang up on the board.
Procedures:
1. Say:
���Does anyone remember what
A says? That���s right A says /a/, like in the
words cat, sad, and cab. Did you know that A says
something else when we pair it with the letter E? Whenever you
see a word with the letter A a consonant and the letter E
it say /A/.
2. Say:
���Let���s say a tongue twister. I am going to write it on the board
and you raise your hand every time you hear the /A/ sound. I will
circle the words every time you raise your hand. Here we go: You must
be brave to travel to space and make the grade. Circle the words
brave, space, make, and grade. Show the students how each word that
made the /A/ sound were spelled a_e.
3. Say: ���Can you tell me if you /A/
in���.. cane or hook? Cake or pie? Blade or knife?
Grape or berry? Snake or worm?
4. Pass out letterboxes and letter tiles
to each student. The students should be familiar with letterbox
lessons. Draw four letterboxes on the board. Model the first letterbox
word for your students. Be sure to use your letterbox word in a
sentence. Say: ���Now we are going to spell words with other
letterboxes and tiles. I am going to spell the word grave in my
letterboxes. Emily could be in grave danger. Did everyone hear that
long A in the word grave? Yes, so did I.
So I am going to start with the letter a. I also know
that I need an e to make my a say /A/. Okay I am going
to put my e outside my letterboxes because it is silent.
G-g-g.. I hear a g. I am going to put this in my first letterbox.
G-g-r-r-r. I heard an r. R will go in my second letterbox. V-v-v. I
will put a v in the fourth letterbox.
5. Now students will spell words in
their letterboxes. Say: Now you will spell a list of words with your
letterboxes. Slowly read out each word. Give time between each words
for students to spell the word. Walk around the class while you are
waiting to make sure the students are understanding what to do.
��
3
phonemes: cake, rate, cane
��
4
phonemes: grace, stage, blame, brace
��
5
phonemes: scrape
6. Students will read the words they spelled in their letterboxes.
Write each word on the board that the students just spelled (cake,
rate, cane, grace, stage, blame, brace, and scrape).
7. Pass out the decodable book Jane and Babe by Sheila Cushman
and Rona Kornblum. The books will allow children to practice reading
a_e words. Say:
Jane and Babe is a book about a lion
named Babe who lives in a cage. Jane goes into Babes cage while he is
sleeping one day. To find out what happens when Babe wakes up you will
need to read
Jane and Babe.
8. Assessment. Have children put the correct a_e word in the blanks.
Worksheet is located below.
Sources:
Worksheet:
http://www.bbc.co.uk/schools/wordsandpictures/longvow/print/worksheet/workae.shtml
The Reading Genie
http://www.auburn.edu/academic/education/reading_genie/
Book: Jane and
Babe by Sheila Cushman and Rona Kornblum. Illustrated by Llyn
Hunter. Phonics Readers Book 2. Educational Insights 1990
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