Ace Takes the Cake!
By: Katie Sullivan
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Rationale: Give Ace Some Cake will teach the vowel correspondence a_e. Recognizing phonemes and spellings is vital for children to learn to read. In this lesson, students will learn to recognize, spell, and read words with the a_e correspondence. They will learn the rule and sound of a_e, complete a letterbox lesson, read a new book, complete an activity, and assess what they have learned.
Materials:
1. Image of Ace (my roommate’s dog) with cake on his mouth
2. Cover up critter
3. Letter tiles and letter boxes
4. White board and marker
5. Book
6. Worksheet and pencil and crayons
Procedures:
1. Explain that to become excellent readers, we have to understand phonemes and spellings. Introduce the topic. Say: “Reading is so important. It is the foundation for all other learning. In order to read, you have to understand what letters and combinations make what sounds. Today we are going to learn about the sound /A/. For example, let’s look at the word same. In name, there is our vowel a, then a consonant m, and silent e. You don’t pronounce the e on the end. The silent e makes the a say its name. When I say /A/, I think of Ace!” (show picture of Ace eating cake.)
2. Say: “First, we will start off by trying to recognize the /A/ sound in some words. Do you hear /A/ in name or some? Bake or back? Snake or slope? Time or tame? Blaze or blast? Good job!”
3. Explain that there are several ways to spell the sound /A/. Show the a_e. Say: “Let’s look at how to spell words with the /A/ sound.” (draw the a_e on the white board). “This little dash is in the place of a consonant. This means that there is a, some consonant, and silent e. This combination makes the A say its name.” I’m going to write the word same. You can see it better that way.” (write same). “Do you see the a_e? That is how we spell the long vowel A sound.”
4. Complete a letterbox lesson with this phoneme and the spelling. 12-15 words. Say: “we are going to do a letterbox lesson now. The word list includes: Ace, ape, name, cage, safe, gate, bake, snake, plate, cake, trade, blake, spade, quake, made, pame.”
5. Explain that the e on the end is silent and it makes the a long. Then let the student read the words he or she just spelled. Say: “Let me show you how I would read this word: plate. I see the e on the end and I know that it is silent. That silent e makes the vowel say its name. I see that the vowel is an a, so it has to say A. Then I can use my coverup critter and start from the beginning of the word. P. l. A. t. = plate.”
6. Read a new decodable book with /A/. Say: “We are going to read a new book called Jane and Babe. Babe is a lion, and Jane works at the zoo! She takes care of Babe. Babe is sleeping and she needs to wake him up. Let’s see how she wakes him up.”
7. Say: “That was a good story, right? Now we are going to do a worksheet. Read the word and rewrite the word. Then color the picture that matches the word.”
https://kmm0093.wixsite.com/missmacdesigns/emergent-literacy
file:///Users/Katie/Downloads/Jane%20and%20Babe.pdf
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