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Arrrrrrr Says the Pirate

ARRRR, says the pirate!

A Beginning Reading Lesson

Morgan Turner 


Rationale: This lesson teaches children about the “R” controlled a which is ar=/ar/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. Children will be able to learn to recognize, spell, and read words with the spelling ar in this lesson. They will learn a meaningful representation (a pirate says ARR Matey), they will spell and raed words containing this in a Letterbox Lesson, and read a decodable with the ar=/ar/ correspondence.


Materials: Letterbox Tiles, Letterbox card stock, coverup critter, graphic of a pirate saying ARRRR Matey, the following letters: a, r, s, h, p, t, d,  to spell shark, part, park, dart, star; decodable text “The Barn Party” and a worksheet for an assessment.



Say: We have to learn a lot of different ways to say and pronounce letters in order to become expert readers. We have already learned what all of the vowels say, short and long. We are going to really focus in on the letter today. We know that is in the word apple, which says its short name. When we see the letter with the letter R, we learn that they make the sound/ar/, just like a pirate says! So when I say the /ar/ sound, I want you to think of a pirate talking to his matey's.
Say: Before we start to learn about how to spell /ar/ I want you to think about when you hear it in certain words and I want you to see if you can identify which words have the /ar/ in them. Lets think about what shape our mouths make when we say /ar/. We start to make a circle with our mouth and then we drop our jaw. We also feel our cheeks pinching together just a little bit, like we are making a very small fish face. I am going to say some words and I want to see if you can notice the /ar/ by the shape of my mouth. I am going to start with the word start. Do you notice my mouth making that shape? You try it! I think I hear it, what about you? Now lets try the word plate. When we say that, our jaw does not drop and we do not feel our cheeks pinching like the small fish face. Now tell me if you hear the /ar/ sound in “its time to go to the park,” or in “I like the lake a lot.” (Have student exaggerate the /ar/ sound with their mouths).
Now lets look at how we spell /ar/. One way we will learn how to spell /ar/ is by putting the letter right next to the letter r. The blanks before or after the correspondence signal that there are consonants which form words. What if I were to spell the word star? “Did you see the shooting star in the sky?” To spell star I first need to think about how many phonemes I hear, so I am going to stretch out the word to /s/ /t/ /ar/. I need three boxes. I heard the /ar/ after the /t/ so I am going to put /ar/ in the third letterbox. The word starts with a /s/, so I will put that in my first letterbox. The next sound I hear is /t/, so I will put that in the second letterbox. Once we say it all together, I get the word star.




Say: Now I am going to have you spell some words in the letterboxes. We will start with some easy words, like art. Art can be anything you create with paint or it can be a form of music. “ We are about to go create a painting in art class.” What should go first in the boxes? [respond to child's answer]. What do you think goes in the second box? [respond to child and make sure they remember to put the /ar/ correspondence in one letterbox]. This next word we will need three letterboxes. Listen for the first letters, and the letters that the word ends in. Remember what we do we the /ar/ correspondence. The word is park. We are going to play at the parktoday. [let child spell the word how they think it should be spelled]. Lets check our work and see if we going the same answer. P-ar-k. Let's try another word. How about we spell dart. I threw a dart at the wall.” [let the students answer or volunteer to come up to the board to answer the tiles and spell the word]. What about the word make? Do you hear the sound /ar/ in that word? I don't either. Good observation, so lets try another one. How about the word shark?Remember to stretch out the word and put the same correspondences in the same box.
Say: Now I am going to let you read the words you have spelled, but I will first show you how I would read a tricky word first. I am going to show you with the word shark. I would first find the vowel, which is an /a/. Now I am going to uncover the first part of the word, /sh/. Now I am going to blend those two sounds together. It is /sh/ /a/. now I am going to blend the next letter, which helps the student know the /ar/ sound. After we blend the /sh/ /ar/, we are going to add the final letter, /k/. Now lets say it all together, shark.  
Say: You have done a great job with reading words with the new spelling we learned today, /ar/. Now lets read the book, “The Barn Party.” This story is about a storm that is on the way to the barn and the characters have to make sure they are all undercover and safe during the storm. Let's take turns reading the story and we can see what happens to the animals. [Children pair up and read the book together, and after they read it together, the class will come together and read it all together as a group.]
Say: That was a fun story! Were all of the animals able to make it to safety? Yes, they were! All of the animals were able to make it into the barn. Before we finish the lesson with the sound /ar/, I want to see how you can identify words with the sound /ar/. Lets look at the worksheet I am going to give you and see what we can finish on this worksheet. Work hard and I will come collect your work when you are done.









Assessment Worksheet:



Murray, G. (2006) Reading Genie “The Barn Party”http://www.auburn.edu/academic/education/reading_genie/bookindex.html


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