Crying Baby


Beginning Reading Lesson
By: Sarah Anne Wilkes

 

Rational:

For student to become successful in reading they must be able to realize that each letter represents a phoneme. In this lesson students will be able to identify the letter a and its phoneme /a/. Students will be able to identify the /a/ sound by a letterbox lesson, tongue twister, pseudo words, and a decoded book.

 

Materials:        

Poster with a crying baby (from clip art)

 

Poster with tongue twister: Andrew and Alice asked if Annie's active animals were angry

 

Elkonin boxes for each student

 

Elkonin big boxes for teacher

 

letters for student: a,t,m,n,f,c,b,s,d,t,g,l,k,h,r

 

big letters for teacher: a,t,m,n,f,c,b,s,d,t,g,l,k,h,r

 

Sam the Ant, by Eleanor McDavid (book for each student and for the teacher) (http://www.auburn.edu/academic/education/reading_genie/teacherbooks/SamtheAnt.ppt)

 

primary paper for each student

 

pencil for each student

 

message topic: favorite thing to do outside

 

list of pseudo words: RAF, LAN, NAM, DAT, BAP

 

 

Procedures:

1.Can you remember what type a sound a baby makes when they cry? Put a picture of a crying baby on the board. Demonstrate the hand motion of a crying baby. When I hear a baby cry it sounds like the short /a/ sound to me. "Here is what the /a/ sounds like (I will demonstrate the sound along with my hand gesture)". Hand gesture: rub beside my eyes with my fists. Now I want all of you to make the crying baby sound along with me.

 

2.I will place the tongue twister on the board. Andrew and Alice asked if Annie's active animals were angry. We will read the tongue twister as a whole class first. After that I will demonstrate how to stretch the /a/ sound while using my hand motion then the class will say it two more times with stretching the /a/. "AAAndrew aaand AAAlice aaasked if AAAnnie's aactive aaanimals were aaangry". "Fantastic Job Class!"

 

3.Each student will get Elkonin boxes along with pre-selected alphabetic letters for the words we will be spelling.  I will model how to spell the word black. I will stretch out the sounds I hear bbllaacckk.  The first sound I hear is /bl/ so I will put the letter bl in the first box because it is a diagraph; therefore makes one sound. The next I hear the crying baby which is letter a. I will put that letter in the second box. Now I have bbllaa, I hear the letter ck next; I will put that in my last box. Let me say the word that is in my boxes to make sure it say black; bblllaacckk. YES! I have spelled the word black. Now let us see if you all can spell me some words that have the crying baby sound.

 

4.Begin letterbox lesson. I will call out words while I walk around to assists students. If a student has spelled the word wrong I will pronounce the word they have spelled, and see if they can fix it. As soon as I see that all the students spelled the word right I will move on to the next word on the list. Letterbox lesson words:  

2 Phoneme: at, am, an

3 Phoneme: fan, cab, sad

4 Phoneme: stab, glad, black

5 Phoneme: crash

Once the students have spelled all the words have the words written on the board for them to read. First I will model how to read the word stab. st makes the /st/ sound, then a says /a/ like the crying baby we learned today, and b says /b/; therefore we have stab! Once we have read all the words take up the Letterbox Lesson materials.

 

5.Sam the Ant, by Eleanor McDavid (http://www.auburn.edu/academic/education/reading_genie/teacherbooks/SamtheAnt.ppt). Sam and his family and friends live on an ant hill. They have to supply different things like food to take back to the hill. Why do you think ants have to watch out for children, and what type of food would they bring back to the hill?

 

6.After the students have read the book, have them come and get a piece of paper and write a message about their favorite thing to do outside.

 

Assessment:

While the students are writing have the students come up one at a time to pronounce some pseudo words. Let the students know that these are made up words. Give the student credit if they get the /a/ corresponded in the word. With these words I will be testing their learning of the /a/ sound. List of words: RAF, LAN, NAM, DAT, BAP.

 

Reference:

McDavid, Eleanor : Sam the Ant, received on March 9, 2008

http://www.auburn.edu/academic/education/reading_genie/teacherbooks/SamtheAnt.ppt

 

Murray, Bruce: Hand Gestures for Phonemes

http://www.auburn.edu/academic/education/reading_genie/gestures.html

 

Murray, Bruce: Wallach And Wallach's Tongue Twisters

http://www.auburn.edu/academic/education/reading_genie/twisters.html

 

Roberts, Becky: Aaaaa! You Scared Me!

http://www.auburn.edu/academic/education/reading_genie/encounters/robertsbr.html

 

Simpson, Angela: Yuck䴊It's Icky Sticky!

http://www.auburn.edu/academic/education/reading_genie/encounters/simpsonbr.html

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