Open Wide and Say Aaahhhh

Beginning Reading Design

 

By: Katlin Higgins

 

Rational:

In order for students to learn how to read, they need to learn the different correspondences. This lesson will teach students about the short vowel correspondence a = /a/. To become good readers, children ust learn to recognize words and their spelling maps. In this lesson, students will learn to recognize, spell, and read words that have the a = /a/ correspondence. Students will learn the meaningful representation of a child at a doctor's office, spell and read words containing this correspondence in a letterbox lesson, and read a decodable book that focuses on the correspondence a = /a/.

Materials:

·        Image of a child at the doctor's office

·        Cover-up critter

·        Whiteboard

·        Elkonin boxes for each student and one to model with

·        Magnetic letters for the teacher: scratch (a,c,c,h,r,s,t)

·        Letter tiles for the students: a,b,c,d,f,g,k,l,m,n,p,r,s,t

·        List of spelling words to put on the whiteboard: cap, bat, sad, flat, crab, black, past, task, grand, blank, plant

·        Decodable text: Ants in a Can

·        Assessment worksheet

Procedures:

Say: If we want to become expert readers, we have to learn what sounds each letter makes so that we can pronounce words. Today we are going to learn to read the short vowel a. When I say /a/ I think of a little kid at the doctor's office showing the doctor her throat and saying "aahhh." [Show students the image]  Can everyone show me the sound that an "a" makes? Remember to pretend like you are at the doctor's office showing the doctor your throat!

Lesson Review:

Say: Befre we can practice spelling words with the a = /a/ correspondence, we need to hear it in some words. When I am listening for the short "a", I am listening for the aahh sound. My mouth is open, and I can feel the sound vibrating in my throat. I'll show you first: mad. I heard a say its name, and I felt my throat vibrate. There is a short a in mad. Now I'm going to see if it is in shape. Hmm, I didn't hear the aahh sound, and I wasn't showing the doctor the back of my throat. Now you try. If you hear /a/ pretend like you are at the doctor and say aahh. If you do not hear /a/ simple shake your head signaling no. pick, fat, last, test, shack, fun.

Now let's say the tongue tickler on the board. You repeat after me. Allie alligator packs six hats in a sack. Very good! Now let's stretch the a = /a/ out in each word with an a. Aahhllie aahhlligator paahhcks six haahhts in a saahhck.

In front of you, you have letterboxes and some letter tiles. I am going to show you an example first. I am going to spell the word scratch in my letterbox. The first thing that I am going to do is find my vowel. I hear aahh in scratch. I am going to take my a and put in over to the side. Now what letter makes a sssss sound? S! That is right. So in my first box, I will put my s. What letter makes the kuh sound? K and C, but we are going to use the c. What letter makes the rrr sound? R goes in the next box. Now we are to the vowel. Put the vowel in the fourth box. What letter makes the tuh sound? T! Put the t in the fifth box. Now we have the chuh sound. This is made by a c and h, so let's put the ch in the last box. Now let's say the sounds together. /s/ /c/ /r/ /a/ /t/ /ch/. Now we can move the letters off the letterbox and read the word, scratch.

Now it is your turn! I will have them practice with the following words: cap, bat, sad, flat, crab, black, past, task, grand, blank, plant. I will provide the number of boxes needed and then say the word and have the students spell it in their boxes. Remind students to listen for the aahh sound. I will walk around the room and monitor while marking miscues for further instruction.

Say: Now I am going to let you read the words you've spelled. I will put the words on the board. I will demonstrate how to read the word by sounding out the phonemes. /c/ /a/ /p/. cap. We will then coral read the words. I will then call on each student to read one of the words until every student has had a turn.

Booktalk: Ants in a Can This story is about a little girl that decides to collect ants. What will happen when she collects all of the ants? Let's read and find out. I will demonstrate how to read the first page, using a cover-up critter. I will then have the students find a partner, and they will take turns reading with their partner. I will be walking around to ensure that the students understand the correspondence. We will then coral read the story as a class.

Assessment:

Students will be given a worksheet with a series of six pictures and a word bank. They will cut out the words and glue them next to their corresponding pictures. They will then re-write the word on the line.

Reference:

Danson, Katelyn. Say aaaahhhhh? (Doctors office Blues!) – Rendezvous- Spring 2013

https://docs.google.com/document/d/1DxkAgDzxh3XyF3a7Sonha8X4kcpQ_uqcgJCcOizYqSk/edit

DeFoor, Katie. Eeehh? What was that? http://www.auburn.edu/academic/education/reading_genie/sightings/defoorbr.html

Book:

http://www.auburn.edu/academic/education/reading_genie/bookindex.html

Picture:

Clipart Windows 8

Assessment:

http://www.schoolexpress.com/tws/worksheet.php?id=64326

 

Return to Transformations Index