Can
a Snake Bake a Cake?
Beginning
Reading Lesson
Rationale: In
order for children to become expert readers, they not only need to know
the letter-sound correspondences, but they must also understand that
sometimes in our tricky language letter correspondences appear
differently in different words. This
lesson will review a
= /a/ and will introduce a_e = /A/. Students will be
taught to hear the phoneme /A/ through the use of a tongue twister and
will learn to recognize
a_e= /A/ through a group activity on the white board,
individual spelling, as well as reading pseudowords and reading a
decodable text focusing on a_e=/A/.
Materials:
white
board
dry
erase markers
Chant
paper - "Jake the Snake wants to bake a cake."
Cushman,
Shelia. Jane and Babe. Carson, CA.
Educational Insights. 1990
Primary
paper for each child
pencil
for each child
list of
pseudo words: hane, sape, pake, jate, mabe, zape, vake, tave.
combination
a_e written on board
list of
review words, such as, bad, sad, happy, pat, glad.
Procedures:
"Who
can raise their hand and tell me what letter I am holding up right
now?
You are right, this is the letter a.
As we have learned recently, when we see the letter a in
a word we don't say /A/, instead we say /a/. Who can tell me a word we
have learned with the /a/ sound? Very good, /sad/ is one word we have
learned.
Today we are going to learn how to read words that have the
sound /A/ in them. Sometimes we use a_e
to say /A/. (Have written on white board a_e = /A/ big
enough for whole class to see.) Although it is can be easy to hear, it
can be a little more difficult to find in written words. That's why we
need to practice!
"Let's
remember when we see a alone in a word we say /a/-/a/-/a-/
like a crying baby. I'm going to say some
words and I want you to do your motions of a crying baby when you hear
the /a/ sound.
Bad. Good. Sad. Happy. Pat. Mop. Glad. Smile.
Good job, now we can move on to our new combination "Can
everyone say /A/ with me three times? Ready? /A/, /A/, /A/.
Great job! I want each of you to put your hands over your head
and make your fingertips touch, this looks like the capital letter A.
Look at me, can you do it? (Put hands over head to make arms look like
an A.) I want you to listen to this word and when you hear the /A/
sound I want you to do your arm motion. Get reading and listen for it
in this word. Race. Let me stretch it out and see if you can hear it
better, R-a-a-a-a-a-a-a-c-e. Good job.
"Jake the snake wants to bake a cake! Now listen again while I stretch out the words, make your A if you hear /A/. J-a-a-a-a-ke the s-n-a-a-a-a-k-e wants to b-a-a-a-a-k-e a c-a-a-a-a-k-e.Good. Let's all say it together one time through in a normal voice. "Jake the snake wants to bake a cake". Great. Now let's all stretch it out and place our arms over our hear when we hear our /A/, ready. J-a-a-a-a-ke the s-n-a-a-a-k-e wants to b-a-a-a-a-k-e a c-a-a-a-a-k-e."
At the white board teacher will show different a_e combinations, asking
for the students help. "On the board I
have _a_e and I want to spell the word BAKE. Who can help me finish
this word.
Let's sound it out. B-B-B. Where will this letter go? (have a
student write B on the first blank.) Why do you think we place the B
here? That's right, it's because that is the first sound were hear
when we say BAKE.
Now I need the K-K-K. Where will
this letter go? (have students write K on the next blank.) Let's read
this word together. B-A-K-E. Remember
because we have our a_e combination the vowel A says /A/." Do this with
multiple words until students seemed to have caught on. After doing
different words, write words that you have practiced one at a time and
have children re-read the words to get extra reading practice in.
Teacher
sends students back to their seats and passes out primary paper
and pencils. The teacher will now explain how to make the combination
a_e on paper, and will model every step of the way on the white board.
"We can make the /A/ sound using the combination a_e, like we
just saw and heard in our tongue twister.
Look at the words in our tongue twister, Jake, snake,bake, and cake all
say /A/ and have an a_e combination.
Let's first practice writing our a's and e's.
"To
make an a we will start at the fence, circle around down to
the sidewalk, and back up to the fence. Then we will make a straight
line from the fence down to the side walk." Teacher walks around to see
children's work.
"Now
lets make our e. We will start between the fence and the
sidewalk and make a straight horizontal line. Then we curve upward
toward the fence, touch the fence, and then back down to the sidewalk.
We will finish our e by coming back up and almost
touching our line again. I'm going to walk
around and look at your letters, everyone please write three of each."
"Now
that everyone has their a and e down, lets practice
writing the words we saw in the rhyme. (Have words written on board big
enough for all to see)
Students
will now have time to write 5 a_e on their own. They
can use the words that we practiced on the board, learned in the tongue
twister, or they can invent a word. As long as they have a_e and when they read it they pronounce it as /A/
it is okay.
Students
will now read Jane and Babe by Sheila Cushman,
featuring a_e,
with a partner. They will take turns
each reading a page. "This story is about
a lion Babe and his zoo keeper Jane.
Jane loves Babe and spends much of her day taking care of Babe.
In order to find out what else she does with Babe you must read
on and see what happens! Be on the look
out for a_e combinations and remember that is says /A/ not /a/.
Assessment:
I will use words I have made up to assess the students.
Individually I will have each child come up and read the 8 words
I have made up. I will explain to the child that I did make these words
up and that they won't make sense, but they can still be read. "Try
your best." (hane, sape, pake, jate, mabe, zape, vake, tave.)
References:
Cushman,
Sheila. Jane and Babe. Carson, CA. Educational
Insights. 1990
Taylor,
Hannah: Oh, Oh, Oh!.
http://www.auburn.edu/academic/education/reading_genie/projects/taylorhbr.html
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