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Rationale: This lesson teaches children about the long vowel correspondence a_e = A. In order to read, children must be able to learn to recognize the spellings that map out word pronunciations. In this lesson, children will learn to recognize, spell, and read words containing the spelling a_e = A. They will learn a meaningful representation, 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 (a girl being brave); cover up critter; whiteboard for Elkonin (letterbox) boxes for each individual student; letter manipulatives for each child and letters for teacher: a, c, e, f, h, k, l, m, p, r, s, t; list of spelling words on poster or whiteboard to read: Lake, Ape, Trade, scrape, late, clap, afe; decodable text: Snake and Ape, and an assessment worksheet.
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 cat, 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 girl, or boy, with a brave face. [show graphic image]
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 my lips make a little oval like this [Make vocal gesture for /A/]. I’ll show you first: bake. I heard a say its name and I felt my lips make a little oval [make an oval motion around pursed lip]. There is a long A in bake. Now I’m going to see if it’s in bat. Hmm, I didn’t hear a say its name and my lips didn’t make that oval shape. Now you try. If you hear /A/ say, “Jane the brave!” If you don’t hear /A/ say, “That’s not it.” Is it in coat, broom, kite, flake, crane, pot? [Have children make an oval motion around their pursed lips when they feel /A/ say its name.]
3. Say: Now let’s look at the spelling of /A/ that we will 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 means there is a consonant after a, and at the end of the word there is a little silent e signal. What if I want to spell the word shake? “If I shake the tree, the apples will fall down!” Shake means move in this sentence. To spell shake in letter boxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /sh//A//k/. I need 3 boxes. I heard that /A/ just before /k/ so I’m going to put an a on the 2nd box and the silent e signal outside of the last box. The word starts with /sh/, that’s easy; I need an s h. Now it gets a little tricky so I’m going to say it slowly, /sh//A//k/, I think I heard our long brave /A/ so I need an a. I have one empty box now [Point to letters in boxes when stretching out the word: /sh//a//k/.] The missing one is /k/=k.
|sh/a/k|e
4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ape. An ape is a kind of monkey you will see at the zoo, “The ape was eating a big banana.” What should go in the first box? [Respond to student’s answers]. What goes in the second box? What about silent e, did you remember to put it outside of the boxes? I’ll check you spelling while I walk around the room. [Observe progress]. You will need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for the /A/ and don’t forget to put the signal silent e at the end, outside of the boxes. Here is the word: lake, I enjoy swimming in the lake; lake. [Allow students to spell the word.] Time to check your work. Watch how I spell it in my letterboxes on the board: l-a-k-e and see if you spelled it the same way. Try to spell another word with three boxes: late; I am going to be late to class. [Have a volunteer spell it in the letterbox on the board for students 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: clap; we clap for our friends when they do a good job. Did you need a silent e? Why not? Right, because we don’t hear a say its name. We spell it with our short vowel a. [Volunteer will spell it on the board.] Now, let’s try 4 phonemes: trade, we like to trade cars when we race. One more word and then we’re done with spelling and this time you need five boxes: scrape. If I am not careful, I will scrape my leg on the rock. Remember to stretch it out to get this tough word.
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 scrape on the top and model reading the word.] First, I see there’s there is a silent e on the end; that’s my signal to use a cover-up critter to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /s//c/ = /sc/ + /r/ = /scr/. Now I am going to blend that with /A/ = /scrA/. Now all I need is the end, /p/ = /scrAp/. Scrape, that’s it. Now it’s your turn, everyone together. [Have students 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 Snake and Ape. This is a story about a snake and an ape who live in a very beautiful jungle. The snake really enjoys living in his cave and the ape loves living in her tree until one day they heard a big noise. The snake and the ape saw loggers tearing down their jungle. Will snake and ape leave their homes, or will they be brave and make the loggers leave? Let’s pair up and take turns reading Snake and Ape to find out what they will do. [Children will pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class will come back together and reread Snake and Ape aloud. They will all stop between page turns and discuss each part of the story.]
7. Say: That was a fun story. What did snake and ape do? Right, they went to the king of apes and got help to get the loggers out of the jungle. Was snake scared the loggers would take his home? That’s right, he was. 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 worksheet. First, you will look at each picture and figure out which word will match the picture with /A/ underneath the picture. Then, you will read each word and circle which word has /A/. [Give students time to work on worksheet and then pick it up at the end of class to evaluate individual child progress.]
Resources:
https://www.readinga-z.com/book.php?id=352
https://www.easyteacherworksheets.com/pages/pdf/languagearts/phonics/longvowels/26.html
http://wp.auburn.edu/rdggenie/
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