Play Ball Ya’ll!
Play Ball Ya’ll!
Beginning
Rationale: To
learn to read and spell words
children must first learn phonemes and letter correspondences. Sometime
phoneme
are represented by two letters that go together to make one sound such
as _all=
/awl/. This is what we call a digraph. Digraphs are very common in the
English
language. This lesson will help children understand that when they see a
and
ll together it makes the /awl/ sound. The lesson will develop
the student’s
awareness of _all =/awl/, by giving them instruction and practice on
how to
form the /awl/ move, as well as, practice reading decodable text
containing the
_all correspondence. The students will
receive instruction in the decoding the _all move in words, as well as,
practice spelling the words themselves.
Materials:
- Primary paper
- Pencils
- Board to write words on
- Assessment page: Page of pictures that represent words which
contain the
_all correspondence. (Pictures: ball, tall boy, picture of fall,
picture of
someone calling somebody, picture
of the mall, picture of a hall, picture of a
wall. Pictures that are not _all: chair, brain, train, fair (carnival),
trail,
and a sprained ankle.
- Letterboxes and letters for the group.
-Letters needed for this lesson: b, a, l, l,
t, p, m,
d, o, h, y, f, u, w, s, c, i, y, n, f.
-
-Group
set of the story: Fleagle, Gail, Marilyn Henry, illus. Play Balll! Richard
C. Owen Publishers, Inc.
Procedures:
1. Introduce the lesson by explaining that we use letters to write
down
words, and that these letters represent different sounds. To
become good
readers, we need to learn how to match the letters to their
sounds. I know
you know how to make the /awl/ sound because when you see something
cute you
saw aww. So the /awl/ sound is aww plus l which equals /awl/. You
saw aww
and then your tongue goes on the back on your front teeth. Let’s
practice that
together, just to make sure everyone remembers. (The whole class
together says
/awl/) Very good! So when we see words like ball, the
letters all
says /awl/. Now that we all know the /awl/ sound, today we are
going to
learn how to make the /awl/ mouth move. You know when somebody
needs you
to pull something heavy they say give your all and pulllll. So we are
going to
say all pull. You say aww and then you
push your tongue on the back of your front teeth. Well we are going to
pretend
we are pulling something heavy and practice saying /awl/. That is what
the
sound the letters _all (phonograms) makes.
2. "As you get to know what the _all mouth
move creates, you will be able to read and spell many words.
Let’s say awl’s
name all together…..a-w-l-l-, a-w-l-l, a-w-l-l, a-w-l-l,
a-w-l-l, and
a-w-l-l. Great! Well we're going to see if this sound can be heard
when we
see the letters all in a word. Let’s try this word together…. ball.
Let’s make the mouth moves together…. /b/, /a/, /ll/. Very good, does
everyone
hear the all saying its name?"
3. Lets read the tongue twister and have
fun with it, "Good golly ya’ll! Miss Molly is jolly!" Now let's
read it together, but this time every time you hear a word with the
/awl/ mouth
move, I want you to say and pretend to pull a rope. "Good, (pull rope)
golly
(pull rope) ya’ll (pull rope)! Miss Molly (pull rope) is jolly (pull
rope)."
Good job! Can anyone tell me a word they heard with the
/awl/ mouth
move in it? Very good. Let's practice recognizing the /awl/
mouth
move in some spoken words. Ask the students the following
questions and
call on them to answer. Do you hear /awl/ in ball or tale,
tune
or mall, line or call, tall or sing?
4. Ask the students to take
out primary paper and a pencil. Think of
words with the /awl/ sound and make a rhyme or a little poem. The
teacher can
also model while students are writing. Walk around and observe
everyone's letters.
5. Each child will now receive an
Elkonin letterbox as well as the appropriate letter tiles. "Now we will
practice using our knowledge of the /awl/ sound to spell words.
This is how
I would spell the word "hall." First I am going to unfold three
of my boxes because "hall" has three mouth moves, /h/ /a/ /ll/. Hall
does have four letters, but the ll on the end goes together to
make the
same sound. I am going to start with the first mouth move I make h-h-h-all.
I hear /h/. I will place the letter h in the first
letterbox. The
next mouth move I make is /a/ like aw. I am going to place the letter a
in the second letterbox, because it is the second mouth move I
make. To
finish I need to find the last mouth move. Ha-ll. I
make the
/awl/ mouth move, which means I will place the letters ll in
the last
letterbox.
6. All of you have your own
letterboxes and the letters: b, a, l, l, t, p, m, d, o, h, y, f, u,
w, s, c,
i, y, n, f. I want you to try to
spell some words the same way that I just did. We will first open
our
letterboxes to only three boxes meaning that each word we spell
contains three
mouth moves. I will ask the children to spell ball, tall,
call, mall, fall.
We will continue on in this manner spelling 4 phoneme words such
as: trail,
brain, faint, spray. 5 phonemes words such as: sprain, strain. Lastly, I will write each word, one at a time
on the board (ball, tall, call, mall, fall, brain, faint, trail, spray,
sprain,
strain) and call on students individually to read them out loud to the
group.
7. Now, I want everyone to read a new book
with your reading buddies. Every time you recognize an "_all"
word I want you to point it out to your buddy. Distribute class
copies of
(Play Ball!) When we are done we will talk about the
story.
Book talk: There is this Ox who loves to play ball everywhere. But is
what he
plays with really a ball? You will have to read the story to find out!
8. When everyone is finished
reading. The class will go back to their desk and I will ask for
volunteers to tell me some words they recognized in the book that
contain _all.
As I write the words on the board, the children will use the same hand
writing
paper, where they practiced writing the letters, to write down the
words I
write on the board.
Assessment:
The teacher will hand out a worksheet
with pictures on it. For an individual assessment I will ask each
student
to read two or three pseudo words independently, containing the _awl
correspondence,
such as: gall, kail, jall.
Reference:
Traci Leech, Summer 2004. http://www.auburn.edu/rdggenie/begin/leechbr.html
Decodable book: Fleagle, Gail, Marilyn
Henry, illus. Play Balll! Richard C. Owen Publishers, Inc.