Rationale:

This lesson teaches children about the long vowel correspondence a_e=/A/. In order to be able to read, students have to recognize the spellings that map out pronunciations. By the end of this lesson, the student will be able to recognize, spell, and read words containing the correspondence a_e=/A/. They will learn the representation (Sage in Space), they will spell and read words containing this correspondence in a Letterbox lesson, and read a decodable book that focuses on said correspondence.

 

Materials:

Graphic image of Abby the Astronaut; large cover-up critter; small cover-up critter; Elkonin boxes (letterboxes) for small group; letter tiles for each student: a, e, m, h, g, s, b, c, k, v, p, l; list of spelling words on chart to read: mae, game, bake, plate, shave; decodable text: Jane and Babe; primary paper; pencils.

 

Procedures:

 

1. Say: Every letter in our alphabet has its own sound. Today, we will be working on the long /A/ sound. We spell the sound /A/ with the letters a_e so there’s a silent ‘e’ and a consonant in between. Show picture of Sage in Space.

 

2. Say: Before we learn how to spell with a_e=/A/, we need to listen for it in some words. When I listen for a_e=/A/ in words I feel my mouth open just a little bit and my tongue doesn’t move. I’ll show you: “race,” I felt my mount open just a little, there’s a_e=/A/ in race. Let’s see if it’s in some other words. Do we hear it in brave, game, mad, grape, and slap? {Have children stand with hands on hips in “Sage in Space pose” if they hear /A/, instruct them to stay seated if they do not hear it.}

 

 

3. Say: Let’s practice finding the a_e=/A/ sound a little more. We’re going to spell some words using letterboxes. First, we will start with a small word: Mae. We need two letterboxes. Place the letter tiles in the boxes you think are correct, then I will check. Remember that our silent e’s go on the outside of our boxes. {Check.} For the next two words we will need three letterboxes. {Wait for child to add another box.} Let’s spell game and then we’ll spell bake. {Wait for each word to be spelled and checked.} Now we will add another box and spell the word ‘plate.’ {Repeat waiting and checking.} Watch me spell this harder word (shave). We still need four letterboxes, but this time two letters go in one box. {Model.} Does yours match mine?

 

4. Say: Now let’s read the words we learned how to spell. {Get chart and large cover-up critter out.} Model how to decode and blend one word{ For example, say: I’m going to read ‘waste.’ First I have to sound it out, then I will put it together. /w/+/A/+/s/+/t/ =/waste/ blended together}, and then have students volunteer to read words using the large cover-up critter as needed.

 

 

5. Say: Now that we’ve practiced spelling our /a/ words, we’re going to read a book called Jane and Babe. Jane is a zookeeper and she takes care of her lion friend named Babe. Babe is sleepy, but then Jane wakes him up. Let’s read to see what Jane and Babe do together today! {After this, whole class will read book together.}

 

6. Say: Isn’t Babe a silly lion? Where do you think Jane went at the end of the day? Let’s wonder about that. We had so much fun reading our story, so let’s write a short one of our own. Let’s fit a story into one sentence.

 

 

Assessment: Have students write one sentence that includes three words with the a_e=/A/ sound. Have students explain their sentences to you and present their sentence to the class if they wish.

 

Resources:

Carly Woods, Ayyyeee Mate

https://sites.google.com/site/misswoods14/ayyyyye-mate

 

Geri Murray, Oh, I didn’t know!

https://auburn.instructure.com/courses/1103232/files?preview=123190727

 

Jane and Babe decodable book

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