To begin to learn how to read and spell
words, the students must be able to recognize a vowel in the word. Students need alphabetic lessons that teach
them to understand that letters stand for phonemes and spellings show
in spoken words. Before they can achieve
that, they have to be able to distinguish phonemes in spoken words. Short vowels are usually what a beginning
reader should begin with because they are the hardest to grasp. This lesson will help children identify /a/
or short a. They will be able to
recognize /a/ in spoken words by learning a significant representation
letter symbol, as well as practice finding /a/ in words.
Chart with "Matt sat by fat apples
that ran from Pat"; drawing paper and crayons, A Cat Nap
(Educational Insight); picture with at, bag, hat, sack,
fat, class, fast, mask (Modern Curriculum Press
Phonics, Level A), and letterbox materials.
1. Introduce the lesson by explaining the
hard part to understand what letters stand for, and how the mouth moves
say words. Today we are going to work on
spotting the mouth movement, /a/. At
first /a/ will be difficult to understand, but with practice and as you
know it, you will be able to spot /a/ in all kind of words.
you ever seen "Home Alone" where Kevin was left alone and
scared? When someone screams can you
hear /a/? That's the mouth movement we
are looking for in words. Let's pretend
we are scared and make the sound /a/.
(Put your hands to your face and look scared, and make the sound
/a/.) We scream when we are scared.
Pretend you are scared: /a/.
3. Let's try a tongue twister (on
chart). "Matt sat by fat apples that ran
Pat." Everybody say it three times
together. Now say it again, and this
time stretch the /a/ sound. "Maaaattt
saaat by faaaat aaaaples thaaaat raaaan from Paaaat."
Try it again, and this time break up the
word: "M/a/tt s/a/t by f/a/t a/pples th/a/t r/a/n from P/a/t." You
guys are doing great!
I will have a
large letter bow lesson with the entire class.
I will model how to use the letter box by spelling a review word. I will also review other short vowels to make
sure students still remember them. 2-at, 3-sit, mat, lack, bag, 4-stick,
stack, bags, 5-stamp, slept. As
the students do this exercise I will walk
around the classroom watching the students work and see how they do. If they have trouble with a word I will
remind them to use their cover-ups. If
they are still having a hard time I will slightly help them, so that
not become extremely frustrated and give up.
When they have completed all the words I will collect the
and the letters.
me show you
how to find /a/ in the word fast. I am
to stretch fast out in super slow motion and listen for the scared
F-f-f-a-a-as-s-s-st. There it is!
I do hear the scared scream /a/ in fast.
to answer and tell how they knew: Do you hear /a/ in fast or slow? Sat or sit? Ran or walk? Man or boy? (Pass
out a card to each student) say: Let's see if you can spot the mouth move /a/
in some words. Make a scared face if you
hear /a/. It, bat, sit, sack,
fat, up, master, tall, lab.
Tab is a very
fat cat. Tab naps a lot. Sam plays
baseball, and finds something in his bag.
Then I will have the students get into small groups to read A Cat Nap. Before they read,
I will give a book
talk. "Tab is a very fat cat.
Tab naps a lot. Sam plays baseball,
and finds something in
his bag. You will have to read to find
out what happens!"
it again, and
have the students raise their hands when they hear the words with /a/. List their words on the board.
Then have each student draw a submarine and
write a message about it using invented spelling. Then
display their work.
For assessment, distribute a picture
review sheet, where students look at a picture and have options as to
is. They circle the correct answer, by reading all of the options.
Bruce. How to
Teach Letterbox Lessons (Reading Genie website)
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