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).


<!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:











<!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).








<!7. That was really tricky, and you did a wonderful job! Great work!



This website takes you to a page with excellent ideas regarding phoneme identities

This website is helpful when teaching students how to vocally pronounce certain phonemes

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