Anna's an Ape

 

Beginning Reading

Alyson Cason

 

 

Literacy Goal:  This lesson teaches children about the long vowel correspondence a_e=/A/.

 

Rationale: This lesson teaches children about the long vowel correspondence a_e=/A/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling, a_e. They will learn a meaningful representation, "Anna's an Ape," and will spell the read words containing this spelling in a letterbox lesson.  They will also read a decodable book that focuses on the correspondence a_e.

 

Materials: Graphic image of an ape; cover-up critter "Chuck," ipad, letterboxes and letter tiles for each students, letter tiles: a, t, e, b, k, f, m, d, p, c, r, s , list of spelling words: ate, bake, fame, date, plane, tape, crate, trade, stake.  , and decodable text "The Race for Cake" . and the assessment worksheet.

 

Procedures:

1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words.  we have already learned to read short vowel words with a, like cat, and today we are going to learn about long A and the silent e signal that is used to make A say its name, /A/. When I say /A/ I think of a funny Ape named Anna. {Show the image}. Now let's look at the spelling of /A/ that we'll learn today.  One way to spell /A/ is with the letter a and a signal e at the end of the word to tell me to say A's name. {Write a_e on the board.} This blank line here means there is a consonant after a, and at the end of the word there is a silent littler e signal.

 

Lesson Reviews:

2. Say: Before we learn about the spelling of  /A/, we need to listen for it in a few words. When I listen for /A/ in words, I hear a say its name /A/ and my mouth opens halfway up. Now let's look at the word, fame. {Write the word on the board.} Listen for the /A/ sound in the word when I say it. {say the word fame.} Did you hear it? Now you say it.  How did your mouth move when you said the /A/ sound?

 

Model the new concept or strategy:

3. Say: What if we want to spell the word "date?" As in, "The date of the part is February 16."  To spell date in letterboxes, first I need to know how many phonemes I have in the word.  I can do this my stretching out the word: d/A/t, but when I spell it out in in the letterbox I need to remember to put the signal e with the last phoneme, or sound we hear in the word, /t/.  Now you try date and the word fake.

 

 

Activity:

4. Say: Now I'm going to have you spell some words in the letterboxes.  First we will start with a few easy ones and work our way into the challenging words {ate, bake, fame, date, plane, tape, crate, trade, stake}. I will check you as I walk around the room and then we will say all of the words together.

 

5. Say: You have done a great job with this!! Now, I have a fabulous book that we can read to help us pick out the words with the /A/ sound.  This story is, and is about a race.  The characters in the story are all having a race to see who can get to the cake first.  Looking at the cover, who do you think will get to the cake first? Why? Let's find out!

 

Assessment: a_e worksheet.

 

Reference: "Long a vowel sound worksheet" 

Making Friends with Phonemes

 

 

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