Rationale: The best
successful readers in first grade are phoneme awareness and letter
Children must understand that the spellings map out phonemes in words
each phoneme has a unique mouth move. Phonics and phoneme awareness are
taught through explicit and systematic instruction. In teaching new
correspondences, it is most effective and useful to teach the short
sounds in alphabetic order. In this lesson we will cover the short /a/
move. The student will learn to recognize and produce the short /a/
written and spoken words by learning a meaningful representation and a
symbol, and then practice finding /a/ in words.
- Poster with the Ally's
aunt always ate red apples rhyme.
- Phoneme picture of a
child 'sneezing', covering his mouth and making the mouth move for the
short vowel /a/.
paper and a hard surface to write on
- pencil with eraser
- /a/ word list (this can
be written on the board or on the back of the rhyme poster
- 2 paper bags, one
marked /a/ and one marked other
- images of words that do
have the /a/ phoneme: ex, cat, ,bat, bag, snake, table- and words that
don't: ex. Tree, lake, frog.
- Begin the lesson by
explaining that all words are written in a 'secret code' and that if we
simply learn that code, we can read any word in our entire language.
Today we are going to start to crack that code by learning the short
vowel /a/ and its corresponding mouth move. By the end of the lesson
you will be able to decode the phoneme /a/ in several words.
- Ask the student "Have
you ever had a cold? Did you sneeze when you were sick? What did that
sound like?" The student will respond "Aahhh-aahhh-chooo!" Have them
take notice of the shape their mouth is in when they begin to sneeze
and are making the 'aahhh' sound. "This is the phoneme /a/." Help the
child to remember the particular mouth move, give them a meaningful
representation by modeling covering your mouth as if though you were
going to sneeze and make an exaggerated /a/ sound. Show the child a
picture of someone covering their mouth as if they are going to sneeze.
"Now it's your turn. Show me the /a/ phoneme in your sneeze.
- Have the student repeat
a riddle or rhyme with the new correspondence to help him identify the
phoneme in spoken words. "Everyone repeat after me and say the
following rhyme two times Ally's aunt alligator always ate
red apples. Very good. Now, every time you hear the /a/ sound,
stretch it out. AAAlly's aaaunt aaalways aaate red
aaaples. Very good, now break it off of the word and cover your
mouth like you were making the /a/ sound before you sneeze. /a/(cover
mouth)lly's /a/unt /a/lways /a/te red /a/apples.
- Have student take out
primary paper and a pencil. "We can use the letter a to spell /a/.
Start at the fence post and curve down and around to the sidewalk and
then come all the way back up to the fence post to make a circle. Start
at the fence post and draw a straight line down to the the sidewalk and
give the little old a a walking stick." Model creating the letter while
repeating the fencepost/sidewalk instructions. "Now it's your turn.
Repeat after me, start at the fence post and curve down and around to
the sidewalk and then come all the way back up to the fence post to
make a circle. Start at the fence post and draw a straight line down to
the the sidewalk and give the little old a a walking stick. Very good.
Now fill in the whole line. Now when you see this symbol a in a word,
you will know it is the code for the phoneme /a/.
- "Let me show you how
you can find the phoneme /a/ in the word snack. First
I am going to stretch the word out very slowly making sure to make a
mouth move for each phoneme. S-s-s-n-n-a-a-a-k-k. S-s-s-n-n-a-a-a-k-k.
S-n-a-a-a-k. There it is, I hear the beginning of a sneeze sound in the
- Call on students and
have them find the phoneme /a/ in a few words. "Do you hear the /a/ in
lat or let? Stand or sit? Dog or cat? Fact or fiction? Tall or short?"
- Begin your book talk by
saying Sam has a very very lazy cat named Tab. Tab sleeps everywhere,
sometimes even in Sam's baseball bag! Do you think Tab will wake up in
time to jump out of the bag before Sam goes to his baseball game? You
will have to read the book A Cat Nap to find out. Read A
Cat Nap with your students and discuss the events of the story.
Read the story again and have your students make the sneezing gesture
whenever they hear the /a/ phoneme in a word. Pause at each time the
phoneme appears and add the word it is in to an '/a/ word list' on the
board. Now have your students draw a picture of a cat that they would
like to have and have them write a sentence about what they would do
with their cat.
- For assessment, I will 'interview'
each child seperatley. "We are going to play a game. I have two bags
here, one that says "Phoneme /a/, and one that says other. I am going
to show you several pictures. I want you to read the name of the image
and if it contains the phoneme /a/, place the picture in the /a/ bag.
If it does not, place it in the bag marked other." Picture ideas
include, cat, bag, tree, cup, ladder, snake, fork, lake, and so on.
is an original lesson design, but I got several ideas from other tutors
Bruce Murrayâ€™s, Reading Genie
web site. I got ideas from several lessons including:
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