CTRD 3000-ECA
Fundamentals of Lang & Lit Instruction
Kaitlin Garrett
Email:kag0069@auburn.edu
Ayeee Captain!
By. Katlin Garrett
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Rational: This lesson teaches children about the long vowel correspondence a_e = /A/. In order to be able to read, children must learn to recognize the spellings that map 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 (Pirate Calling for the captain) 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/.
Material:
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Graphic image of Pirate Calling for the captain saying a_e = /A/
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Poster with tongue tickler “Blake met a snake at the lake, and they ate plate of great stake.”
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Whiteboard for modeling Elkonin boxes
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Individual Elkonin letterboxes for each student
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Letter manipulatives for each child
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Magnetic letters for teacher: a, b, c, d, e, f, g, k, l, m, p, r, s, t
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List of spelling words on whiteboard to read: ate, bake, fame, grade, plate, Space,
Tricky word: Agent
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Decodable text: Amy’s Big Race By. Cecilia Minden and Joanne Meier
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Assessment worksheet: Build a Sentence with a_e = /A/
https://www.pinterest.com/pin/446489750548823688/?d=t&mt=login
Procedure:
Say: 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 tap, 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 funny little confused man saying “Aye Captain” (show the image)
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 Big O shape like this. [Make vocal gesture for/A/.] I will show you first: Cane. I heard a say its name and I felt my lips make a big o [make a circle motion around wide-open lips]. There is a long A in cane. Now I’m going to see if it’s in can. Hmm, I didn’t hear a say its name and my lips didn’t make that round big o. Now you try. If you hear /A / say, “Aye captain” If you don’t hear/A/say, “No Captain.” Is it in snow, take, state, coat, nose, safe? [Have children make a circle motion around their wide-open lips when they feel /A/ say its name.]
Say: Now let’s look at the spelling of /A/ that we’ll 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 here 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 Trade ?“If I sale my baseball card, I will get $20.” sale means to receive money for an item in this sentence. To spell trade in letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /t//r//A//d/. I need 4 boxes. I heard that /A/ just before the /d/ so I’m going to put an a in the 3rd box and the silent e signal outside the last box. The word starts with /t/, that’s easy; I need an t Now it gets a little tricky so I’m going to say it slowly, /t//r//A//d/. I think I heard /r/ so I’ll put a r right after the t. One more before the /A/. I have one empty box now. [Point to letters in boxes when stretching out the word: /t//r//A//d/] The missing one is /d/= d.
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Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ate. Ate is the past tense of eat. “Kandi ate the last Slim Jim.” What should go in the first box?
[Respond to children’s answers]. What goes in the second box? What about silent e, did you remember to put it outside the boxes? I’ll check your spelling while I walk around the room. [Observe progress.]
You’ll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /A/ and don’t forget to put the signal silent e at the end, outside the boxes. Here’s the word: bake, I like too bake cookies; bake. [Allow children to spell words.]
Time to check your work. Watch how I spell it in my letterboxes on the board: b-a-k-e and see if you’ve spelled it the same way. Try another with three boxes: fame; Cecil wanted all the money and fame. [Have volunteer spell it in the letterbox on the front board for children 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: Math; We use numbers in math. 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 spells it on the front board.] Now let’s try 4 phonemes: grade; Ms. Arrin Gave me my spelling grade at the end of class. One more then we’re done with spelling, and this time you need five boxes: splate; The girl splate paint all over the store.
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 splate on the top and model reading the word.] First, I see there is a silent e on the end; that’s my signal that the vowel will say its name. There is the vowel a. It must say /A/. I’m going to use a cover-up to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /s//p/ = /sp/ + /l/ = /spl/. Now I am going to blend that with /A/ = /splA/. Now all I need is the end, /t/ = /splA/. Splate; that is it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
Say: You have done a great job and reading words with our new spelling for /A/: a_e. Now we are going to read a book called Amy’s Big Race. This is a story of a girl named Amy who has a big race at the lake. Amy family and friends come and cheer her on as she gets ready to run her race. Let’s pair up and take turns reading Amy’s Big Race to find out if Amy wins the race or not. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Amy’s Big Race aloud together, and stops between page turns to discuss the plot.]
Say: That was a great story. Did Amy win the race? Yes, Amy did win the race. Did Amy have a lot of friends and family to help her celebrate? Yes, Amy did have a lot of family and friends there to support her and cheer her on. 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 problem. On this worksheet, we have some words missing. Your job is to look in the box of word choices and decide which a_e word fits best to make sense of the sentence. First try reading all the words in the box, then choose the word that fits best in the space. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]
Resources
Amy’s Big Race
https://www.youtube.com/watch?v=n5VBa7LK39U
Work sheet:
https://www.pinterest.com/pin/446489750548823688/?d=t&mt=login
Addition Resources
How to say the Long Vowel A
https://www.youtube.com/watch?v=8P4RJ3CXJFI
Long Vowel Tongue Tickler