Beginning Reading
Lesson Plan
By:
Sarah Drawdy
Rationale:
It is important for students to learn correspondences between letters and sounds
so they can transition into beginning reading. Short vowels are especially hard
to learn; therefore, it is important for students to have explicit instruction
and practice with short vowels. This lesson will help students learn to
recognize and read the correspondence a = /a/. The students will learn the
correspondence a = /a/ by making a memorable connection to the correspondence in
written and spoken words. They will remember the a=/a/ by the memorable hand and
facial gesture, as well.
Materials:
The
Cat Nap (copy for every child), white board and marker, a tongue twister
written on slips of paper for each child, a worksheet practicing words that have
the say /a/, and a pencil.
Procedure:
1)
Introduce
the lesson by telling the children that our written language is a secret code
that we have to figure out in order to read. I will then explain to children
that each letter has its very own mouth movement and sound! Then, I will tell
them that today we are going to be learning about the letter
A.
2)
Then, I
will say to the children: Has anyone ever jumped out and scared you? Or have you
ever seen something that scared you? Well, what do you normally say when someone
scares you? That's right! You say AAAAAAA! And that's the sound the letter
A makes. Every time we hear the
/a/, let's put our hands on our face!
3)
I have a
tricky tongue tickler we are going to say with our new sound in it. I'm going to
model it first and I want you listen to all the /a/ sounds that you hear.
Then, I'm going to read it a second time
and I want you to put your hands on your face when you hear our special sound!
"The awesome antelope asked Annie about apples." Did everyone hear our special
sound? Good! Now let's say it together and make sure you put your hands on your
face when you hear the sound! "The
awesome antelope asked Annie about apples." Great! Everyone put their hands on
their face at the right time!
4)
Say: Now,
let's read the /a/ sound in a book! I have a book called
The Cat Nap. This story is about a
cat named Tab. Tab is a fat cat who likes to nap in a bag. Sam is the man who
owns Tab. Sam plays baseball. Sam has a bat in his bag. To find out if Tab is
nearby, we need to read the book!
5) Say: I want each of you to point to the words while I read it to you. When I read the book, I want each of you to tell me what words have the /a/ sound in them. Next, you will read the book to me!
6)
Say: Now
that you know the short A sound and
can read a book with that sound, let's try a practice worksheet. Next to each
number is a picture of something that has the short A sound in it. I
just want you to finish the word by putting the letter
a where you hear the sound in the
word.
7)
Assessment: I will be able to assess the children by not only observing their
involvement with the lesson, but also by using their worksheet activity.
Resources:
A Cat Nap.
Educational Insights, 1990.
Hannah
Jackson, AAHHHH! You Scared Me!
http://www.auburn.edu/academic/education/reading_genie/doorways/jacksonhbr.htm
Short /a/ sound worksheet. http://www.kidslearningstation.com/phonics/vowels/short-vowels-a.asp