AYE Let’s go ice skate
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Rational
In this lesson children will learn to master the long vowel correspondence a_e= /A/. In order for children to be successful readers they must learn how to recognize the spelling and reading of a_e=/A/. They will do this by learning meaning full representations, saying “Aye lets go skate” and moving there arms as if they are skating. Then they will do a letterbox lesson to practice reading and spelling. They will have a decodable book that focuses on the correspondence a_e=/A/.
Materials
Gif od ice skaters
Whiteboard
Dry erase marker
A list of the words bake, at, cake, rake
Race for the cake book
Printouts of worksheet
Procedures
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Say: We are going to learn how to become one step closer to becoming expert readers today! We have already learned how to read short vowel words like /a/ in cat and hat, so today we are going to learn about the long vowel /A/ and the the silent e. The silent e signals us to make the /A/ sound. When I here the /A/ sound I think of a sweet Canadian saying “Aye let’s go skate” (show the graphic)
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Say: Before we learn how to spell /A/ in words lets listen for this sound in words. When I listen for /A/ in words, I hear a say its name /A/. When I say /A/ I feel the corners of my mouth spread apart to a nice small smile. Now I’m going to see if it works in lack. I didn’t hear the sound /A/ or feel my mouth smile. Now you try to feel the /A/ in “Aye lets go skate” while you are doing this pretend you are skating and move your arms back and forth with me. Now put your fingers at the corner of you mouth and tell me if you hear or feel /A/ in these words. Cape, sad, lake, can, sake, job, cake, said?
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Now lets look at the spelling of /A/. One way to spell /A/ is with the letter a and then a silent e at the end of the word to tell me to say A’s name or sound. (write on whiteboard a_e with a dry erase marker). This blank line means there is a consonant after a. it also means there is a silent e at the end of the word which signals you to make the /A/ sound. Lets spell the word lake “lets see if we can skate on the lake”. Lets try spell lake in the letterboxes. First we need to know how many phonemes we have in the word lake- /l/ /A/ /k/ we have 3 sounds meaning we need 3 letterbox’s. But we hear the /A/ sound in lake which means we know there is going to be a silent e at the end. We will still use 3 letterboxes and place the silent e outside of the last box. Lets say the word slowly /l/ okay so we know there is a l in the first letterbox. /A/ so we know there is a a in the second box. /k/ now lets put the k in the 3rd box, we cant forget the e at the end! Now lets say it all together /l/ /A/ /k/ lake.
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Say: Now we are gong to use the letterboxes to learn how to spell /A/. One way to spell /A/ is with the letter a and then a silent e at the end of the word. Now that we have done one together it is your turn to try! We are going to start with the word ate “I ate my breakfast today” what should go in the first box? And what should go in the second box? Now lets see does the a say /a/ or /A/, remember if it says /A/ we need to put a silent e at the end of the second box. Now we are going to try the word rake “I can rake the leaves”. We need 3 letterboxes for this word. (let them try, remind them about the silent e if needed). Now lets sound it out /r/ /A/ /k/ rake. Now lets try a even harder word flame “the flame is burning the candle” (allow then to try this on there own and remind them about the silent e if needed. Now lets sound it out /f/ /l/ /A/ /m/ flame.
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Say: Now I am going to let you read the words you have just spelled but I am going to show you how to read a challenging word first. For example, lets read the word take. I see that there is a e at the end and a a in the middle so I know that this word has the /A/ sound. I am going to use the cover up critter to get the first part. Lets use the word shake /s/ /h/ = /sh/ now the next letter /A/ so we have shA on the next letter /k/ so now we have shAk. Now its your turn to try all the word we just spelled.
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Say: Awesome job spelling and reading those words using the the sound /A/. Now we are going to read a book called Race for Cake. In this book Ben and Jess smell a yummy cake being baked down stairs but they dont think there will be enough for both of them so they have to race to see who will get to eat the cake. Who do you think will win? We are going to have to read the book to find out! (children pair up and take turns reading alternate pages each while the teacher walks around the room monitoring the progress. After they all finish reading the class will re read Race for cake aloud together. Stop between pages to talk about the plot.)
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Say: That was fun! So who got to eat the cake? Correct, no one got to eat the cake because it fell on the ground. Why did the cake fall? Right, because Lad jumped on jess and it fell of of the table. Before we finish up the lesson about one way to spell /A/ a_e I want to see how you can solve a reading problem. On this worksheet you have some letters missing. Your job is to figure out what letters are missing in order to spell the word. There is a picture next to the word to help you figure out what you are spelling. (collect worksheets and evaluate the children’s progress)
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Sources
https://www.etsy.com/market/ice_skating_clip_art - skating clip art
Murry, G. Oh, I didn’t know! : http://www.auburn.edu/academic/education/reading_genie/doorways/murraybr.htm
Murray, G. (2006) Race for Cake. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Assessment Worksheet: http://www.galacticphonics.com/longvowels/a-e/resources/aesplitpictures.pdf
https://www.pinterest.co.uk/pin/588634613765644291/ - worksheet
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