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BR DESIGN

EVERYBODY LOVES CAKE!

 

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 make the /A/ sound, such as a_e. In this lesson, children will not only learn how to recognize a_e, but also be able to spell and read words that contain a_e. They will learn a meaningful representation (Everybody loves Cake!), 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: Letterbox boxes; letter tiles a, e, k, l, m, n, o, p, s, and t; whiteboard in classroom; slideshow; enough copies of Jane and Babe to pass out to the class; Assessment sheets

 

Procedures:

  1. Say: “Now let’s look at the spelling of /A/ that we will learn today. One way to spell /A/ is with the silent e.” (show the children the a_e correspondence) “Where this blank line is, there will be a consonant in the word. But remember! This e is ALWAYS silent! That means you never hear it, but it’s there in the written word. When I think of the /A/ sound, I think about “Everybody Loves Cake!” (show the graphic image). Let’s try to spell cake. To spell cake in letterboxes, first I need to know how many phonemes I have in this word. /c//a//k/. I need 3 boxes. I heard the /A/ just before the /k/, so I’m going to put an a in the second box and the silent e outside the last box. The word starts with a /c/ sounds, so I need the c in the first box. All that is left is the /k/ which means I need a k in the last box. Now, that was a piece of cake!”

  2. Say: “Now I’m going to have you spell some words in letterboxes. You’ll start with two boxes for ape. An ape is a monkey that live in a rainforest, and you can also see it in the zoo. What should go in the first box? … What goes in the second box? … What about the silent e? Where do you think that goes? I’m going to be walking around the classroom and see how everybody does.” [observe] “The next word has 3 three letterboxes. Listen for the beginning sound in the word, the /A/ sound, and don’t forget the silent e outside of the last box. The next word is late.” [observe] “Did you spell late this way?” (show the children late written on the whiteboard). “Let’s do another three box word; try same. Who wants to demonstrate how to spell same in the letterboxes?” (Have a child write on the whiteboard). “The last word I want us to practice is snake. How many letterboxes do we need for this word? … That’s right! We need four. Who wants to demonstrate this word?” (Again, have a child write on the whiteboard).

  3. Say: “Now I want you to read the words that you have spelled. First, though, let’s look at a tough word together.” [Display a slideshow on the board with the individual words on them. Show the word scrape first.] “The first thing I notice is the e at the end of the word. This tells me the the a is going to say it’s name. Now, I use a cover-up to get the first part.” [Uncover and blend sequentially before the vowel, the blend with the vowel.] “I see /s/ and /c/ and /r/ and I blend them together to get /scr/. Now I’m going to add the /A/ so that I have /scrA/. Because I know that the e at the end is silent, I only have one more letter to add: the /p/. /scrAp/. /scrAp/. Scrape!! It says scrape. It is now your turn to identify the words. I will show you a word, and I want you to take a minute or two to think about the word to yourself. Then, as a whole class, we will say the words out loud. Are you ready?” (go through the powerpoint and make any corrections as the children read the words).

  4. Say: “Alright class. You have done a great job at reading the new /A/ sound! Now we are going to read a book called Jane and Babe. This is a story about how Jane wants to play with her pet lion named Babe. Janes needs to wake Babe up from his nap, but her first try doesn’t work. How will she wake him up? Read the rest of the book to find out what happens!” [Have the children pair up and take turns reading the pages in the book. Walk around the classroom and listen for any mistakes and listen for accurate reading. Make sure to praise the children for accurate reading.] “Now, I want everybody to gather around so we can read the book as a class.”

  5. Say “Did you like the story about Jane and Babe? What did you like the most?” [wait for responses] “Before we move on with our day, I want to see how much you have learned about the way a_e makes the /A/ sound. On this worksheet, we have some pictures that match up with correct spellings. Your job is to look at the picture on the left and decide which a_e word is spelled correctly. First take a good look at the picture, think about the way you would spell the word, and  then choose the word that is spelled correctly remembering our a_e spelling sequence. Make sure you double check you answers before you turn in your work to the ‘Turn In’ bin.” [Check the students progress and grade their work accordingly.]



 

Resources:

 

Brown, Caitlin. Bake a Cake with Jake: https://caitlinbb.weebly.com/beginning-reading-design.html

 

Murray, B. Letterbox Lesson. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/letbox.html

 

Assessment Worksheet:

https://www.themeasuredmom.com/wp-content/uploads/2015/11/a-ewkshtpack.pdf

Click Here to return back to the Applications Page

http://wp.auburn.edu/rdggenie/home/classroom/applications/

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