Rambling Rabbits Make /a/'s
Rationale: To become successful in reading, individuals must acknowledge that each letter has a particular corresponding sound. This lesson will assist children in identifying ���a,��� the phoneme represented by /a/. The students will learn to recognize /a/ in spoken words by relating the letter a, practice finding /a/ in words, writing the letter ���a,��� and identifying the sound in spoken words through a read-aloud book.
Materials: Primary Paper
Chart with ���Abby ate Aunt Ally���s apples.���
Pre-made cards with: Do you hear /a/ in cat or dog?
Do you hear /a/ in mouse or rat?
Do you hear /a/ in hat or bow?
Do you hear /a/ in rabbit or bunny?
Do you hear /a/ in him or man?
Do you hear /a/ in fat or skinny?
Do you hear /a/ in cry or laugh?
Do you hear /a/ in white or black?
Do you hear /a/ in bathtub or shower?
Do you hear /a/ in crab or fish?
Assessment worksheets identifying pictures with /a/. (URL���s below)
1. Say: Our written language is a hassle at times. The hard part is figuring out which letter makes each sound and the movement that your mouth makes for each letter. Today we are going to work on spotting the mouth move /a/. We will spell /a/ with ���a.��� a looks like a bunny, and /a/ sounds like a rabbit rambling on.
2. Let���s pretend to talk excessively /a/, /a/, /a/, /a/ [making mouth movement with hands like one is talking and hopping like a rabbit.] Notice what position your mouth is in when you say /a/. When we say /a/, you open your mouth wide and your tongue stays down. You try it out! It is like you are running out of breath when you have been rambling on too much.
3. Let me show you how to find /a/ in the word rabbit. I���m going to stretch rabbit out in super slow motion and listen for my rambling stream of sound. R-a-a-a-bit. Slower! R-r-r-a-a-a-a-b-i-t. You got it! I felt my mouth open and stay open after the /a/ sound and then I said the rest of the word, closing my mouth as doing so. I can feel my mouth make that ramble /a/ in rabbit.
4. Let���s say a tongue twister (on chart). ���Abby ate Aunt Ally���s apples.��� Everybody say it 3 times together. Now say it again, and this time, stretch /a/ out at the beginning of each word. ���Aaabby aaate Aaaunt Aaally���s aaapples.��� Try it again and this time break off the word: ���/a/bby /a/te /a/unt /a/lly���s /a/pples.���
5. [Have students take out primary paper and pencil] we use ���a��� to spell /a/. Capital A looks like a rabbit���s cage. Let���s write the lowercase letter ���a.��� Start on the fence line, and make a loop, lift your hand and put it back on the fence line touching the top of your loop and make a line from there all the way down to the sidewalk staying on your loop���s side. I want to see everyone���s ���a.��� After I put a smile on it for just fine repeat that nine more times.
6. Call on students to answer and tell how they knew: Do you hear /a/ in cat or dog? Mouse or rat? Hat or bow? Cry or laugh? Crab or fish? Say: Let���s see if you can spot the /a/ sound in some of these words. Clap if you hear /a/: cat, dog, cast, last, first, math, sit, sat, crab, fish.
7. Say: ���In this book we will see what will happen when a rabbit rambles on. Clap your hands every time you hear the /a/ sound.
8. Show CAT and model how to decide if it is cat or dog: The /a/ tells me to ramble on, /a/ so this word is c-a-a-a-t, cat. You try some MAT: mat or met? Fast: fist or fast? RABBIT: rabbit or ribbit?
9. For assessment, distribute the worksheets. Students are to complete the papers by 1) circling the correct word and writing it and 2) line up to correct /a/ picture.
Bruce Murray. Brush Your Teeth With F.
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