Ayyy, That Hurt!

BR Design

 

 

 

 

 

 

 

 

 

 

 

Rationale: 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. They will learn a meaningful representation (Fonzie’s thumbs up) 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/.

 

Materials:

1. Video clip of Fonzie saying “ayyyy”  https://www.youtube.com/watch?v=yyzK6e6py9A

2. Cover-up critter

3. Whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student

4. Letter manipulatives for each child and magnetic or smartboard letters for teacher: e, c, a, f, d, b, r, k, s, p

5. List of spelling words on poster or whiteboard to read: ace, rake, rack, fade, brake, scrape

6. Decodable text: Race for the Cake

7. Assessment worksheet.

 

Procedures:

1. Say: In order 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 that comes up and bites the letter A to make him say, “Ayyyy, that hurt!”. When I say /A/ I think of Fonzie from Happy Days saying “ayeee” as well [show short video clip].

2. 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 turn up like this while my tongue stays down. [Make vocal gesture for /A/.] I’ll show you first: same. I heard a say its name and I felt my lips turn up into a small grin [make a smiley face motion around lips]. There is a long A in same. Now I’m going to see if it’s in Sam. Hmm, I didn’t hear a say its name and my lips didn’t make that little grin. Now you try. If you hear /A/ give me a big Fonzie thumbs up. If you don’t hear /A/ say, “That’s not it.” Is it in came, gone, pants, fate, early, late? [Have children make a smile motion around their turned lips when they feel /A/ say its name.]

3. 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 to jump up and bite the a and say, “Ayeee, that hurt!” [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 that jumps to bite the a. What if I want to spell the word rake? “My mom likes for me to rake up the leaves in fall.” Rake means collect or gather up in this sentence. To spell rake in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /r//A//k/. I need 3 boxes. I heard that /A/ just before the /k/ so I’m going to put an a in the 2nd box and the silent e signal outside the last box to bite our letter a. The word starts with /r/, that’s easy; I need an r. I have one empty box now. [Point to letters in boxes when stretching out the word: /r//A//k/.] The missing one is /k/ = k.

4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ace. An ace is a playing card that is the highest of all suites. 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 to bite our letter a, outside the boxes. Here’s the word: fade. That means for something to slowly disappear[Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: f – a – d – e and see if you’ve spelled it the same way. Try another with three boxes: cape; I need Superman cape for my Halloween costume. [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: rack; be careful when you put the book back on it’s rack. 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.] Did you remember to spell /k/ with a ck? Now let’s try 4 phonemes: brake; the car hit the brake before the stoplight. One more then we’re done with spelling, and this time you need five boxes: scrape; I scrape the ice off my car windshield so I can see. Remember to stretch it out to get this tough word.

5. 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 rake on the top and model reading the word.] First I see there’s a silent e on the end; that’s my signal that the vowel will say its name. The e jumps up the bite the a, making it say, “Ayeee, that hurt!” There’s 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.] r = /r/  Now I’m going to blend that with /A/ = /rA/. Now all I need is the end, /k/ = /rAk/. Rake; that’s 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.]

6. Say: You’ve done a great job and reading words with our new spelling for /A/: a_e. Now we are going to read a book called Race for Cake. Have you ever played for a really long time and then, suddenly got really hungry? Well what better what to cure that hunger after a long swim for our characters Ben and Jess, then to eat a big piece of cake! Let’s see if it is Ben or Jess that wins the race to the delicious cake. Let’s pair up and take turns reading Race for Cake to find out who wins the race. [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 Race for Cake aloud together, and stops between page turns to discuss the plot.]

7. Say: That was a fun story. Who won the race? Right, Lad the dog won the race to get the cake. Why didn’t Ben win the race? Right, he fell and got a scrape. 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 letters missing. Your job is to look the in box of letters at the bottom to decide which of those letters fit best to match the picture. Reread your answers to see if they make sense. Then, we will read some words in another short book to see if we can get the meaning from reading some tough words. [Collect worksheets to evaluate individual child progress.]

 

Resources:

Phoneme Hand Gestures, Fonzie:

http://www.auburn.edu/academic/education/reading_genie/gestures.html

Murray, G. (2004) Race for Cake. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

Assessment worksheet:

https://www.pinterest.com/pin/249105423112434063/

Wendy Alley, Underhandedly Untangle the Unusual: 

http://wendyalley22.wix.com/trip-to-reading-town#%21beginning-reading/c17xp

 

 

 

http://www.auburn.edu/academic/education/reading_genie/travels.html