Annie Ate Apples With A

 

Emergent Literacy

Leah Hooks

 

Rationale: For students to be able to recognize the phonemes in spoken words. This lesson will help students recognize one specific phoneme: /a/. Students will learn the sound letter a makes by using tongue twisters and visual motions to represent the sound. Then students will connect the letter to its sound by letter writing. After the lesson is over, students should be able to recognize and identify /a/ in spoken words by separating its sound from the rest of the word. Students will also be able to recognize the letter when they see it and know the sound it makes.

 Materials:

- Chart with tongue twister Aunt Annie always ate apples alone.

- white board

- primary paper

- pencils

- markers

- plain white copy paper

- children’s book: Pat’s Jam

Procedure:

1. “Today we are going to learn about the sound that letter a makes. It makes the /a/ sound, like when a baby cries.  Let’s all say /a/ together. aaa. Great boys and girls!  Now we are going to listen for the /a/ sound and we are going to practice writing the letter a, which makes the /a/ sound.”

2.  ”Let’s try this tongue twister. I’ll say it first and then it will be your turn. Aunt Annie always ate apples alone.  Now let’s all say it together. Let’s say it again but this time, make sure you really say the /a/ sounds. AAAunt AAAnnie aaalways aaaate aaapples aalone.  Very good! Do we all hear the /a/ sound?

3. “I am going to pass out paper. We are going to practice writing the letter that makes the /a/ sound.  That letter is a.  To make an a you will start under the fence.  Go up and touch the fence, then around and touch the sidewalk, around and straight down. I will make one on the board (draw a on board) Now you make a row of a’s just like that.”

 4. “Fantastic job! Alright now put your pencils down and we are going to listen to some words that I say. Follow my directions. I am going to say 2 words. Tell me which word you can hear the /a/ sound the letter a makes. Here we go. Do you hear /a/ in last or list? Cat or cut? Last or lost? Good job!”

5.”Its time to read a fun book! We are going to read the book Pat’s Jam. This is Pat. [Point to Pat.] He’s a rat, and drives a van. Pam is his friend. When they both get in the van, Pat realizes his van has no gas! Will they be able to solve this problem? You’ll have to read closely to find out what happens to Pat, Pam, and the van! Let’s pair up and take turns reading Pat’s Jam to find out if they ever solve their problem!”

6. “I am passing out paper for you to draw on. I want everyone, first, to think of something that has the /a/ sound in it. Ex: apple, alligator, cat, rat.”

Assessment: Teacher can assess group progress by walking around and observing students as they write the letter a across their lined paper. For individual assessment, teacher can look at the drawing of objects they chose to see if the objects have the /a/ sound.  

References:

Alison Stokes, "Aaa-aaa-aaa-choo!!" at: http://www.auburn.edu/rdggenie/insp/stokesbr.html

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