Ayyyyye Mate!

Beginning Reading Lesson

Carly Woods

“Ayyyeee Mate!”

Email: cew0024@auburn.edu

Partnership Link (link to other lesson designs)

 *This lesson is aimed at appropriate literacy goal for students at this emergent stage of literacy development. 


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 (pirate saying a_e=/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 pirate; cover-up critter; whiteboard for each student; letter manipulatives for each child and magnetic or smartboard letters for teacher: e, m, a, k, n, s, r, t, c, y; list of spelling words on poster or whiteboard to read: rake, sat, make, cat, stay, cake; decodable text The Race for the Cake, and assessment game.


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 at, 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 tiny little pirate man saying “Ayyee matey!” [show graphic 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 little silent e signal.

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 a say its name /A/ and I hear a pirate say ayyyyeeee. [Make hook motion while saying /A/.] I’ll show you first: snake. I heard a say its name and I heard a pirate say ayyyyyee [make a hook motion like a pirate]. There is a long A in snake. Now I’m going to see if it’s in shop. Hmm, I didn’t hear a say its name. Now you try. If you hear /A/ say, “ayyyyeee matey.” If you don’t hear /A/ say, “That’s not it.” Is it in save, rat, rake, coat, sap, sake? [Have children make a hook motion like a pirate would when they feel /A/ say its name.]

 3. What if I want to spell the word rake? “If I rake the leaves outside, then the yard will be clean.” Rake means clean up in this sentence. To spell rake in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /r//a//k/. I need 3 boxes. I heard that /A/ just before the /k/ so I’m going to put an a in the 4th box and the silent e signal outside the last box. The word starts with /r/, that’s easy; I need an r. Now it gets a little tricky so I’m going to say it slowly, /r//a//k//. I think I heard /a/ so I’ll put an a right after the r. One more after the /A/, hmm . . .  /r//a//k//, I think I heard a tambourine /k/.  I have one empty box now. [Point to letters in boxes when stretching out the word: /r//a//k//.] Now I’ll show you how I would read a tough word. [Display poster with cake on the top and model reading the word.]  I’m going to start with the a_e; that part says /A/. Now I’m going to put the beginning letters with it: c-a-k_e, /cA/. Now I’ll put that chunk together with the last sound, /cA-ke/. Oh, cake, like “I love to eat birthday cake.

4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ate. “I just ate a really yummy lunch.” What about silent e, 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 to spell in the first box. Then listen for /A/ and don’t forget to put the signal silent e at the end, outside the boxes.  Here’s the word: make, I have to make my favorite sandwich; make. [Allow children to spell remaining words, giving sentences for each word.] 

5. Say: Now I am going to let you read the words you’ve spelled. [Show the words the extra words save and fake, and the pseudoword lape. 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/: a_e. Now we are going to read a book called The Race for the Cake. Do you think cake is the perfect snack after a tiring swim?  Mmm . . . can you smell it?  Uh, oh.  Lad smells it, too. Let's pair up and take turns reading The Race for Cake and see what is going to happen! [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads The Race for Cake aloud together, and stops between page turns to discuss the story.]



           Assessment: Say: Before we finish up with our lesson about one way to spell /A/ = a_e, I want to play a little game. Everyone will get a card. One person will start and say I have “x,” who has “y?” Then that person will continue on and we will all be able to classify and recognize /A/ as a_e. [Walk around with clipboard and notepad to track individual progress.]



Jessica Herron, Ayy Matey : http://auburn.edu/~jsh0025/heronbr.htm

Murray, G. (2004) The Race for the Cake. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

Assessment game: http://www.teacherspayteachers.com/Product/I-Have-Who-Has-Game-Long-a-a__e-982104