Beginning Reading Lesson
All Babies Wail /a/ at
Some Point!
Caroline Peek
Beginning Reading Lesson
Beginning Reading Lesson
Design:
All Babies Wail /a/ at Some Point!
Rationale: This lesson is
appropriately designed for a beginning reader. Evidence-based research
shows that both learning to spell and write is a crucial part of the
beginning reader's understanding and literacy growth. This lesson gives
the learner an opportunity to break words down into phonemes, practice
spelling, work on writing and print, and read a decodable book on
a=/a/. All activities are appropriate for the goal of the lesson, which
is learning to read and write words with a common phonemic sound, a=/a/.
Materials: Primary paper, pencil, a
picture of a crying baby labeled with a=/a/, picture of a person with
their mouth wide open at a doctor's office, Elkonin boxes for letterbox
lesson, letter tiles, the decodable book titled A Cat Nap,
cards with pseudowords {mab, hab, yab, wab, gack,}, large poster with
written tongue twister (Adams asks for applesauce as his afternoon
snack).
Procedures:
<!1.
Introduce the lesson by
telling the student(s) that we are going to be learning about the
grapheme "a." I will model the correct way to pronounce a=/a/. The
instructor will tell the students that by the end of the lesson, they
will be able to read and write words successfully. That is very
exciting! He/she will tell the audience that he/she can't wait to learn
with them! Then, model on primary paper the proper way to write a
lowercase letter 'a,' in case they are unaware. Use the
rooftop/fence/sidewalk/ditch method to do this. Next, instructor will
introduce the tongue twister, and tell them that we are going to open
our mouths wide like we are at the doctor's office every time we hear
a=/a/. (demonstrate this gesture for clarification.)
<!2.
Teacher will hang up the
tongue twister poster where all students can see clearly. Let's
practice a fun tongue twister! First, we will read it aloud without
gestures. Point to each word as it is read, because Adam's book has
enabled me to see how effective this strategy is to beginning readers.
Next, we will read it aloud, in unison, and make our vocal gestures.
The tongue twister is: Adam asks for applesauce as his afternoon
snack. Let's read it once more, making our gesture, for
reinforcement. Practice makes perfect!
<!3.
Next, the teacher will
pass out primary paper. The teacher will inform them that she is giving
them a sentence, and they will write it down using the rooftop (etc)
method that we talked about earlier. I know that you can do this! Neat
handwriting will take you very far! Let's remember the sound we are
working on, a=/a/. Teacher will show phoneme pictures as visual
reinforcement. Please notice and pay special attention to the a's in
this sentence: Allison added Ashley's apple to her stack after asking
for it. Now, please get out a pencil and write this sentence on your
piece of paper. I will say it out loud very slowly.
<!4.
Now, we are
going to do a letterbox lesson (LBL). This will help us to learn how to
break down words into phonemes. It also helps with learning how to
spell big words! Before beginning the LBL, the instructor will model
how to spell (b-a-t) using the Elkonin boxes and letter tiles. Here is
the list of words:
n-a-p
b-a-g
s-a-p
l-a-b
h-a-s
c-l-a-p
t-r-a-p
b-l-a-ck
s-n-a-ck
w-r-a-p
<!5.
You did such a wonderful
job spelling those words! I am very impressed. Let's continue working
by reading a great book. The book we are going to read is called A
Cat Nap. I know you will have great success reading this book,
because you just spelled several words correctly that we will see in
today's book! This book is about a very fat cat named Tab. One day, Tab
gets in a bag and naps. He naps and naps and his owner, a man named
Sam, picks up the bag and leaves the house. Will Sam realize that Tab
is in his bag, or will he unknowingly take him on an adventure? You
will have to read A Cat Nap to find out!
<!6.
Excellent job reading! The
last thing we are going to do today is kind of silly. You will read a
list of made up words to me. These are called pseudowords. You can hear
a=/a/ in all of these words, and use your super spelling and decoding
skills to figure out the proper way to read these words aloud. (Teacher
provides list and prompts student to read aloud).
Aftobeg
Jackunt
Capgrabo
Hilmap
Becknap
Lapojet
<!7.
That was really tricky,
and you did a wonderful job! Great work!
REFERENCES
www.auburn.edu/academic/education/reading_genie/spellings.html
This website is helpful
when teaching students how to vocally pronounce certain phonemes
http://www.auburn.edu/academic/education/reading_genie/mouthmoves.html