Ayy? What did you Say?

Beginning Reading

Ava Sewell


Rationale: Long vowels can be especially tricky for beginning readers. This lesson will teach them about a_e, and how a silent e helps the vowel say its name. With the use of a letterbox lesson, children will learn how to recognize, spell words and read using a decodable text containing a_e = /A/. Children also learn visually the /A/ by cupping their hand next to their ear and say /A/? What did you say?


Group instruction area rug

Smart Board technology

 Elkonian boxes on smart board

Meaningful representation on smart board

Copy of decodable text Race for Cake by Geri Murray for each child

Practice words on smart board: gave, came, can, skate, snake, hat, hate, made, take, mad, car, care, cake, same

LBL words on smart board and on phonetic cue cards (make cue cards for each child as well). grape, flake, trade, scare, scrape

Crayons for each child

Cover up critters for each child and yourself (popsicle stick with google eyes)


 1. Say: To be good readers we have to figure out the alphabetic code. This secret code has some rules that we have to learn. Today we are going to learn a new rule. When you see an e at the very end of a word, it makes the vowel say its name.  Look on the smart board at the word gave. Instead of using our rule that a=/a/, this a will say its name /A/ because the e on the end tells us to. That means this word is gave, not gav. Everyone say it together. /g//A//v/ gave.


2. Let's all say /A/. I am going to show you a picture of this old man named Abe to help you remember. This is Abe. He can’t hear very well, so he says ‘ayyy? what did you sayyy?’ Can you do that to your neighbor like this…(hold hand up to your ear and say Ayyy what did you say?)  See in the picture how the man’s mouth is? It is open like he is saying /A/. Everyone feel your mouth move as you say /A/.


3. Next we are going to practice finding some words that say /A./ I will put a word on the smart board and read it to you. If you hear /A/, I want you to hold you hand to your ear and say ‘Ayy? What did you sayy?’ If you do not hear /A/, I want you to say, ‘That’s not it.’ Lets practice. (I put the word on the screen. It is Came). This word says came. I hear the /A/ sound in /c//A//m/ came. I know when I’m reading the word that the A says its name because the last letter is an e. Now lets do this one.  (Put the word Can on the board). This word is can. I don’t hear the /A/ sound in can. Can does not have an e on the end, so the A doesn’t say its name. Now its your turn. Remember, if you hear /A/, I want you to hold you hand to your ear and say ‘Ayy? What did you sayy?’ If you do not hear /A/, I want you to say, ‘That’s not it.’ (Put the following words on the board for the students to practice: skate, snake, hat, hate, made, take, mad, car, care)


4. Now that everyone can recognize which words say /A/, Its time for us to practice spelling words that say /A/. I have these boxes on my smart board. I am going to put the letters in the boxes to help me spell them. The first word I am going to spell with my boxes is cake. I hear a /c/ so I am going to put a c in the first box. The next sound I hear is /A/ that means an a goes in the box next, and I know I need an e at the end of the word since the vowel says its name. The other sound I hear in /c//A//k/ is /k/. We need a k after the a. Since we do not hear the e sound in the word, it goes on the outside of the box like this. Now Lets try one more. The word same. Who can help me spell same in the boxes? Call on students and have them help spell the word in the boxes.


5. Say: It is your turn to spell words in boxes now. Everyone go to your seat, and get out your boxes and letters. I will call out the words that you need to try and spell in your boxes. Some of the words need four boxes and some words need five. I will tell you when you need to get out five boxes. Call out the words while walking around and scaffolding where needed. The first word is grape, I like grape juice because it tastes so good! Grape. The second word is flake, there is a snow flake sticking to my window. Flake. The third word is trade, I will trade you this piece of candy for one of your chips. Trade. The next word is scare, I like to scare people on Halloween. Scare. The last word, you will need five boxes for. The word is  scrape, I have to scrape the ice of the window in the winter. Scrape.


6. Say: It is time to read the words that we just spelled. Give each child a copy of the words on a phonetic cue card so that they can use their cover ups if needed. The class will read them together. Grape, Flake, Trade, Scare, Scrape. To read these words we will remember that the e on the end helps the vowel say its name. We can use a cover up critter to help us read also. Here is a practice word: Gave. I know that the a says its name since there is an e at the end. I am going to uncover each sound. /g/ /a/ /v/ Gave. Now it is your turn. Have the LBL words on the smart board. for the kids to read aloud, and have them use the phonetic cue cards and cover up critters at their desk to help them.


7. Say: We are going to buddy read this book Race for Cake. It has the /A/ sound in it.

Give a book talk: This story is about two kids Jess and Ben that smelled their mom baking a cake. They decided to race home to see who could get the cake first. But when their dog Lad joins the race, something bad happens. Will they ever get to the cake?

Assign children a reading buddy and have them spread out around the room and take turns reading the book to each other. Walk around the room to hear the children reading the book to each other.


8. For assessment, distribute the worksheet. Say: You each have done a great job with your reading a spelling of /A/: a_e. We are going to do a worksheet. Here we have some words and I want you to color the words that have the /A/ blue and on words that you don't hear the /A/ I want you to color those words pink.  Remember that the /A/ goes with a_e. Read all the words first and then make your decision. (After all worksheet are complete collect them and evaluate their progress).The student will use their crayons to color the picture. Call students individually to read the phonetic cue words from step #6.



Related Design:

Madi Pennington, The Amazing Apes Ate Acorns, http://www.auburn.edu/academic/education/reading_genie/doorways/penningtonmbr.htm

Assessment Worksheet:


Decodable Text:

Murray, Gerri. Race for Cake. Genie Collection, 2006.