Ayy, Nice to meet you!

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Beginning Reading

by: Mallory Haynes

Rationale: This lesson teaches children about to long vowel correspondence a_e=/A/. For children to learn to read he or she must first recognize spellings that map out word pronunciation. In this lesson children will learn to recognize, spell, and read words containing the correspondence a_e=/A/. Children will learn a notable representation (boy sliding down slide saying Ayy!), they will spell and read words with this spelling in a letterbox lesson. Children will then read a decodable book that emphases the learned correspondence.

 

Material:

1. Image of boy sliding down the slide [below]

2. Whiteboard

3. Letterboxes for each child

4. Letter tiles for each child

5. Magnetic letters to model on the board (b, a, b, e, c, k, s, h, [2] m, l, g, t, p, o)

6. List of words to read on a poster: ate, babe, cake, shame, lake, pack, stake, plate, mom, Jane, mate, yate

7. Decodable book for pair of students: Jane and Babe

8. Assessment worksheet for each student

 

Procedures:

1. Say: In order for us to all become expert readers, we have to know the codes that tell us how to pronounce words. I know that you all have learned to read short vowel words with a, like cat and map, today we are going to learn the long vowel a and how the silent e signals the vowel to make a say its name, /A/. When I say /A/ I think about someone introducing them self by saying “Ayy, nice to meet you!” instead of hello we say Ayy! (show image of boy on slide). Now let’s look at the spelling of this long a that we will learn today (write a_e on the board). The blank between the a and e leaves a place for a consonant that will signal the silent e at the end of the word.

2. Say: Before we begin spelling words, we are going to listen closely for the /A/ sound in words. When I am listening for the /A/ sound in words, I hear a say /A/ and my mouth opens up with my jaw dropping then coming together again after I say the sound (showing mouth/vocal gesture). Now you try, let me see your mouths open up like you are about take a big bite of something when saying /A/. Now let’s see if we can hear a say its name in some words. I will go first then you try. I have the word mate, like I had a house mate in college. Say mate with me. I felt my jaw drop and a say its name so mate has the long a vowel. Did everyone’s jaw drop when saying mate? Great now I have some more to try. Do you hear a say its name in the word rope? Let’s say it together. I do not feel my jaw drop or hear a say its name so the long a correspondence is not in the word rope. Now we will play a game where I say some words and if you hear a say its name, /A/, and your jaw drop say “Ayy, Nice to meet you!” If you do not hear the /A/ in the word then say “No ayy”. Do you hear /A/ in make, game, school, home, late?

3. Say: Now we will begin spelling words with a_e. I will model how to spell the word babe, like in the book you will read with a buddy, Jane and Babe. First, I need to know how many boxes I need for this word by stretching the word out and deciding how many phonemes I hear /b/ /A/ /b/. I hear three specific phonemes meaning I will have three boxes (draw boxes on board). I hear /b/ in the beginning of the word so the letter b will go in my first box (place magnetic letter tile in first box on board), next I hear a say its name /A/ and my jaw drop a will be my second letter placing it in the second box. The last sound I hear in babe is /b/ again that means b will go in my final box. I know that for A to say its name we use a_e the last sound is the blank so my silent e will go outside of the boxes. That is how you spell babe.

Now I will model how to read a difficult word. (I will show the class the poster with the word ). First, I see a_e so I know that a will say its name. Next, I see the j which makes the sound /j/ I will put that together with long a and get /j/ /A/. Finally, I see an n which says /n/ I will connect that to the previous sounds producing the word /j/ /A/ /n/= Jane. “Ayy, I just met Jane today!”

1. Say: It is your turn to spell some words now with the letter tiles and boxes I have provided. First we will spell a two box word meaning it only has two phonemes or sounds. Our first word is ate, I ate a big breakfast; ate. I hear /A/ so I know there will be a silent e who remembers where we put the e? That’s correct! The silent e goes outside the two boxes. Now spell the word ate using the letters and placing them in the correct boxes I will come around and check your spellings (Observe progress, scaffold if needed). Great job class! Now our next word needs three letterboxes. Listen to the word closely paying attention to the beginning sound for the first letter and /A/ remembering that the silent e goes where? That’s right outside the third box. The word is cake, I love to eat cake on my birthday; cake. (continue to do this method when introducing the rest of the words from the list: shame, lake, pack, stake, mom, plate)

2. Say: Now we are going to read all the words you’ve spelled. (show the words on poster ate, cake, shame, lake, pack, stake, mom, plate adding the words Jane and mate I modeled and the pseudoword yate). We will read these words together as a class. I will point to the word I want you to read together. (After all words are read together I will call on each individual student to read a word from the list).

3. Say: Great job today! You have all worked so hard. Now it is your turn to read with a buddy! You and a partner will read the book together taking turns reading pages. The book you and your buddy will read is Jane and Babe. This book is about Jane, the lion tamer, who enters the cage of Babe. Babe is the lion. Jane gets into the cage and Babe is asleep. How will Jane wake Babe up without startling the lion and making her angry? Let’s get with our buddy and read to find out! (While students are reading with their partners I will come around and make sure children are on task and scaffold when needed. After children read the book together we will come back together as a class and reread the story stopping and asking questions about to plot and characters.)

4. Assessment: Say: Before we are done with our lesson on a_e=/A/, I have a worksheet I need help with! The worksheet has several short stories on one side of the page. You will read the stories to yourself and then there are pictures on the right side. You will circle the pictures that are talked about in the story (showing worksheet while explaining). Remember to listen to the sounds you are making while reading and the mouth gestures you make. Long /A/ says its name like in our picture “Ayy, Nice to meet you” (pointing at image). You open your mouth with your jaw dropping then bringing your mouth back together with your lips touching. (I will assess individual students’ knowledge on the material by calling them up one by one and having them read a sentence from the worksheet to me).

 

References:

Geri Murray. Oh, I didn’t know! https://sites.google.com/site/readingwritingconnection/beggingreadingdesign 

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Olivia McKnight. Ayy Man, Watch out! http://orm0003.wixsite.com/olivia-mcknight/br-design

 

Assessment worksheet. http://www.funfonix.com/worksheets/book3_page8.php

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Image of boy. http://www.auburn.edu/academic/education/reading_genie/phonpics.html

 

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