Crying with baby Aaaaaa

Crying with the baby, Aaaaa!

 

Rationale: In order for children to learn how to read and spell words, they must develop phonemic awareness and learn correspondences. Vowel sounds are the most essential phonemes because they set the foundation for every spoken word. This lesson is designed to focus on the vowel correspondence a = /a/. Students will learn to detect the /a/ sound in spoken words, practice spelling the /a/ sound in a letter box lesson, and identify the /a/ sound in written text.

 

Materials:
-Picture of crying baby
-Primary writing paper
-Individual copies of Dad's Lost Hat
-Letter tiles for each child: a,b,c,d,e,f,g,h,i,l,o,s,t.
-Individual picture pages: ( ran,  mat, bat, fan, hat, man, crab, sand) with the correct number of letterboxes underneath the picture
-Picture words: (ran, mat, bat, fan, hat, man, crab, sand) written on index cards
-Assessment worksheet with cut outs and letter boxes

 

Procedure:

1. Introduce the lesson by explaining that the letters make different sounds in written words. In order to become a great reader, we must learn how to match the letters to their sounds. Today we are going to learn that the letter a makes the /a/ sound. When you start to understand that a makes the /a/ sound, you will be able to read and spell a lot of words.

2. Teacher will write the letter a on the board. Ask students “Have you ever heard a baby crying really loud? Doesn’t the baby make an ahhhhhhh sound when they are crying? Everyone act like you are crying like a baby. Let’s make the hand motion touching our eyes like babies do. Now, this is the sound that the letter a makes. Now, remember when you’re listening for the short a, you’re listening for the ahhh sound. Note that my mouth is open and I can feel it in my throat the sound vibrating.”

3. Introduce the students a catchy tongue tickler. Show the class the tongue tickler poster. Read the tongue tickler to the class by pointing to each word on the poster. “Alice asked Adam for an apple.” Now let’s read it all together. While we read it point to each individual word with your finger. “Alice asked Adam for an apple.” This time whenever you hear the /a/ sound, I want you to act like you are crying like a baby. “Ahhhlice ahhsked Ahhhdam for ahhn ahhhpple.” Now ask the students to raise their hands and tell you a word in the tongue tickler where they heard the /a/ sound. After doing this tell the students that you are going to practice spotting the /a/ sound in some spoken words. Ask the students the following questions. Do you hear / a / in sat or sit? Cat or dog? Flash or Fish? Bad or bed? It or at?

4. Now ask the students to take out primary paper and pencil. “Now you already know how to write the letter a, but today we are going to practice writing it some more.” The teacher will then model how to correctly write the letter on the board. Then go through the steps to the students. “For lowercase a, you start at the fence, then you go around and touch the sidewalk, around and straight down. Now let’s all say what sound this letter makes. “/a/”, great job everyone! Now everyone write three a’s on your paper.” Teacher will walk around to make sure students are correctly writing a.

5. Now give each student a set of letterboxes as well as appropriate tiles. Teacher will say, “Now we are going to practice using what we know about the /a/ sound to spell words. What if we wanted to spell the word mat?” I am going to start with the first sound that I hear in mat. Mmmmaat, I hear the /m/ sound. I will place the letter m in the first letterbox. The next sound I hear is mmmaaaat, /a/ there is the crying baby /a/. Now I will place the letter a in the second letterbox. Now the last sound that I hear is mmaaaat, /t/. I hear the /t/ sound, which means that I will place the letter t in the last letterbox. Each of you will now practice what I just modeled to you. We will first open our letterboxes to only three boxes, meaning that each word we spell will have three sounds.” Now ask the students to spell ran, mat, bat, fan, hat, man, crab, sand. Next ask every child to explain how they spelled the word. Last, write each word one at a time on the board and call on each student to share what they did by reading them aloud.

6. Now we will work on reading words with the /a/ sound in the book   Each child will have their own copy of the text Dad's Lost Hat. Now say: “This book is about a boy who lost his dad's hat. He searches everywhere for the hat but can't seem to find out where he lost it. We are going to have to read to find out if he finds it." After you finish reading, I want you to write down at least three words you read containing the /a/ sound.

7. For assessment, the teacher will give each child a worksheet with a series of six pictures. They will re-write the word on the line that corresponds with the right picture. The teacher will go over the worksheet when the students have completed it. The teacher will ask each student to share one of their answers. This will allow the teacher to hear them saying the /a/ sound and it will also let the teacher know that they have a clearer and better understanding of the /a/ sound when they read.

 

References:

Mattie Magill: Aaaa who woke the babies?

http://www.auburn.edu/~mlm0034/Magillbr.htm

Dad's Lost Hat:
Laney Walding
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