A! A! A!
Beginning Reading Lesson
By Andie Attia
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 must learn to recognize, spell, and read words containing the spelling a_e. They will learn a meaningful representation (Mom yelling A! A! A!), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence a_e=/A/.
Materials: Graphic image of mother yelling; cover up critter; whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student; letter manipulatives for each child and magnetic or smart board letters for teacher: a,c,d,e,p,t,b,s,f,k,r,g,v; list of spelling words on poster or whiteboard to read; ape, base, fade, tack, grave, [just for reading practice: zade]; decodable text: James and the Good Day, and assessment worksheet [linked below.]
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 tap, and today we are going to learn about long A and the silent signal that is used to make A say its name, /A/. When I say /A/ I think of a mom coming into the kitchen catching someone reaching into the cookie jar when they are not supposed to saying, “A! A! A! [show graphic image and point finger].
2.Say: Before we learn about the spelling of /A/, we need to listen for it in some words. When I listen for /A/ in words, I hear say its name /A/ and my mouth opens wide and shows my teeth a little like this. [Make vocal gesture for /A/.] I’ll show you first: I heard say its name and I felt my teeth show a little in. There is a long A in. Now I’m going to see if it’s in tack. Hmmm, I didn’t hear say its name and my lips didn’t open wide and show my teeth a little. Now you try. If you hear /A/ say, “A! A! A!” If you don’t hear /A/ say, “That’s not it.” Is it in fade, snow, date, coat, grave, nose, lips? [Have the children point like a mother when they feel /A/ say its name.]
3.Say: Now let’s look at the spelling of /A/ that we’ll learn today. One way to spell /A/ is with the letter and a signal at the end of the words to tell me to say A’s name. [Write a_e on the board.] This blank like here means there is a consonant after, and at the end of the word there is a little silent signal. What if I want to spell the word? “Before building a tower with blocks we need a strong base.” means the lowest part that provides support in this sentence. To spell in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: I need 3 boxes. I heard that /A/ just before the /s/ so I’m going to put an in the second box and the silent signal outside of the last box. The word starts with /b/, that’s easy; I need a b. Now it gets a little tricky so I’m going to say it slowly, /b/ /A/ /s/. I think I heard /s/ so I’ll put an s right after the a. [Point to the letterboxes when stretching out the word: /b/ /A/ /s/.]
4.Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for An ape is like a monkey, “I saw an Ape at the zoo.” What should go in the first box? [Respond to children’s answers.] What goes in the second box? What about silent did you remember to put it outside the boxes? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /A/ and don’t forget to put the signal silent at the end, outside the boxes. Here’s the word: base, I need a strong base for my block tower; [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board; b-a-s-e and see if you’ve spelled it the same way. Try another with three boxes: fade, I do not want the colors in my shirt to fade. [Have volunteer spell it in letterboxes on the front board for children to check their work. Repeat this step for each new word.] Next word. Listen to see if this word has /A/ in it before you spell it; Do not step on that tack. Did you hear the silent e ? Why not? Right, because we do not hear A say its name. We spell it with our short vowel [volunteer spells it on front board.] Did you remember to spell /k/ with ck? Now let’s try 4 phonemes: grave; the grave had pretty flowers on it.
5.Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display poster with grave on the top to model reading the word.] First, I see there’s a silent on the end; that is my signal that the vowel will say its name. There’s the vowel A. It must say /A/. I’m going to use a cover up critter to get the first part [uncover and blend sequentially before the vowel, then blend with the vowel.] /g/ /r/. Now I am going to blend that with /A/ = /grA/. Now all I need is the end, /v/ = /grAv/. ; that’s it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
6.Say: You’ve done a great job and reading words with our new spelling for /A/; Now we are going to read a book called James and the Good Day. This is a story about a boy named James. James wakes up and decides he is going to have a great day and play with his tug boat. He decides a good place to play with his tug boat is in the bathtub. He decides to fill the bath tub with water but it is taking too long, so he decides to go play a game while he waits for the tub to fill with water. Oh no, will the tub get too full before James finishes playing his game? Let’s pair up and take turns reading to find out what happens. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individuals paired reading, the class rereads aloud together, and stops between page turns to discuss the plot.]
6. Say: That was a fun story. What happened while James was playing with his games? Right, the tub got too full and made a big mess in the bathroom. What did James have to do? Right, clean it all up. Maybe it was not a good day after all. Before we finish up with our lesson about one way to spell /A/ = a_e, I want to see how you can solve a reading problem. I have various worksheets for you to practice words spelled with a_e. Your job is to partner up and complete the worksheet of your choice. They will assess your knowledge of our lesson today. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]
Resources:
Assessment Worksheets: https://www.teacherspayteachers.com/Product/Phonics-Printables-Long-Vowel-a_e-Freebie-977739
Cushman, S., & Komblum, R. (1990). James and the Good Day. Educational Insights.
Price, Brandy (2018) Beginning Reading Design: A Loves to Bake. https://pbrandy95.wixsite.com/mysite-1/beginning-reading-design
