with our Friend Fonzie
Laura Ruth Langham
Rationale: After the teacher builds a foundation of phonemic
awareness, the student can enter into phonics lessons. In
phonics lessons, the student uses prior knowledge and new knowledge to
read and spell words. Students segment, breakdown,
the word into individual phonemes or parts to spell the word.
Students blend, or mesh together, phonemes to read words.
Through explicit instruction the teacher can provide students
with strategies to decode words that can be used in their independent
reading. Instead of teaching students to read
individual words, the teacher concentrates on the student using a set
of steps to spell and read words. Once the student
has a word bank for reading texts, the student can use decoding skills
to figure out the new words that they encounter and increase their
vocabulary. When working with long vowel sounds,
the student should become familiar with the CVCe pattern first before
moving to vowel digraphs. Today's goal is to
provide the students with the correspondences ai = /A/ and ay
= /A/ through exposure to both correspondences and comparison of the
two. I will provide students with practice using
the new skills.
Transparency (Fonzie with the /A/ phoneme imbedded into the picture)
Pocket chart with multiple rows
letters for pocket chart (m, a, t, e, p, i, n, s, y)
Transparency list of words (pay, tank, pain, rap, feet, maid, faint,
strap, spray, script)
3 Fonzie pictures with: a_e = /A/, ai =
/A/, ay = /A/
Transparency with word list (dog, rain, batch, day, train, tug,
play, fled, trail, scrap)
Book Jane and Babe (per student) and copy for teacher. Avaliable
in LRC Phonics book set
Piece of paper (per student)
Cover sheet for word list
Letter manipulatives (per student): m, a, t, e, p, i, n, s, y, b,
Note: The students have
mastered the a_e correspondence. The
students are concentrating on other graphemes for the /A/ sound.
- Display the picture from the previous a_e
lesson (Fonzie from Happy Days) on overhead and post paper with
Fonzie and a_e = /A/. "Remember in our last
phonics lesson, we worked with our friend Fonzie. What
did Fonzie say? [/A/] Right, he says AAAAA
[use the thumbs up pose to reiterate the meaningful representation.].
Do it with me everyone. AAAAAA. Great!
When we wanted to represent our /A/ sound in a word we would
have our teammate e for our letter a. Our
teammate e hanging out at the end of our word changed our a
to make the /A/ or long A sound. Let's
spell the word mate together. Mmm...
[place the m in the pocket chart] aaaaa...[place the a
in the pocket chart] /A/ /A/ that is telling us
that our e will be helping us out [place e in the
pocket chart with a space between it and a]. MmmAAAAtttt
[place t in the pocket chart between a and e].
- "Today, we are going to learn about a new way
to represent our /A/ sound with letters. [Spell the
word pain in the pocket chart] This says
pain. PppAAAAnnn. Say it
with me [follow the word with your finger]. PppAAAnnn.
Great. When a and i
partner up, you will hear the /A/ sound, just like Fonzie. [say /A/
with the Fonzie representation]." Remove the p and the n
from the pocket chart. Give students sets of
letters: m, a, t, e, p, i, n, s, y, b, c, l. Have
students use their letters. Point to ai and
say /A/. Have the students repeat it. Replace the p.
"Now let's add the /p/. pppAAA. [Add n] /n/... pppAAAnnnn....pain.
Now it's your turn."[Have students add the p and n]
"I heard everyone use our Fonzie sound /A/. Great
job!"Repeat process with the word bait.
- Repeat the lesson with the ay grapheme
for /A/. "We know that our i and y
are very similar. In saying that, we can also
represent /A/ with the partners a and y. ay
says /A/. [Spell stay in pocket
chart] This says stay. Watch
as I read this word. [separate the st from
ay] I see our partners ai in
this word, let me go there first. AAAA...
[move the st back next to the ay] sssttttAAA...stay.
[Take the st away.] Now I want
you to say this /A/." [Let students read the word
as you combine the st with the ay.] Have
students use letters to combine the phonemes. Repeat
the process with the word clay.
- Now I want you to look at our two new partners
for our /A/ sound. Remember we have ai and
ay. [Place pain and stay
by each other in the pocket chart.] Look at how we
can make our /A/ sound with Fonzie for both of these words.
They are spelled differently but sound the same.
I want everyone to read the words with me. [Read pain
and stay] pppAAAAAnnnn.... Pain.
sssttttAAAAA...stay. You will
find the ay at the end of the word or inside the word.
Ai can only be found inside the word."
- "Now that you are comfortable with our new
graphemes for our /A/ phoneme, I want you to read the words on the
overhead with me. Remember that I try to trick you
sometimes, so don't just fall in a pattern. Really
look at the words and decode them!" Have a list
that includes: pay, tank, pain, rap, feet, maid, faint, strap,
spray, script. Go through the words slowly. AAA...
pppAAA...pppAAAA, pay. If a certain word seems
difficult to the class, work through the word together. "Great job
everyone! Fonzie would be so proud of everyone!
We have three ways to represent our /A/ sound now.
[Write on board as you say the graphemes] They are a_e [point
to posted picture with Fonzie and a_e = /A/] ai [post
a new Fonzie picture with ai = /A/], and ay [post a
new Fonzie picture with ay = /A/]. For our
next lesson, we will move on to the next correspondence, long e."
- Have the class take out the book Jane and
Babe. Display the text on the overhead.
"Follow along with your finger as we read Jane and Babe
together. Babe loves to sleep, but Jane always has
trouble waking Babe up. We are going to have to
read the story to find out how Jane handles her big
lion friend Babe. Remember our friend Fonzie as we
read Jane and Babe." Slowly read with the
class. Phase out your speaking at time to monitor
students without your help.
- Display overhead transparency with the
following words: dog, rain, stay, batch, day, train, tug, play,
fled, trail, scrap. Display one word at a time.
Have students read the words to themselves. Have
students write the words that contain /A/ on a piece of paper.
Review words after everyone is done.
- Beck, Isabel. Making Sense of Phonics.
Press, 2006. pages 43-47.
School Years. "Long Vowel Sounds." http://www.firstschoolyears.com/literacy/word/phonics/vowels/vowels.htm.
Ai and ay word lists.
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