Scaredy Cats
Beginning Reader
By: Mary Cameron Faison
Rationale:
In this lesson, students will continue to increase their sight vocabulary and understanding of vowel correspondences. This lesson will cover the correspondence of short vowel a=/a/ and it will be reinforced through written and spoken words. Students will listen for words with /a/ in it and be able to recognize it.
Materials:
Graphic image of child sticking tongue out at the doctor
Tongue Twister: “Auntie Annie asks Amber for all of the apples”
Cover up Criter
Letter boxes
Letter tiles
The book: “The Scaredy Cats"
List of letters the students need: m, a, p, c, b, t, n, s, h, l, k, d, h.
List of words written on a poster or on the whiteboard: cat, tap, time, toy, map, sat, cup, lamp, foot, pants, fire, fan, shock.
Procedure:
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Introduce the topic to the class by saying “In order for us to become expert readers we must figure out the secret code in words. Today we are going to break the secret code by learning that the short vowel a says /a/.”
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“ Has anyone ever been really scared? Yes everyone gets scared. Well when cats get scared they often hunch their backs up and their eyes and hair goes crazy. Have you ever seen a cat do this? Well when I get scared I often make the sound ‘ahh’. That is very similar to the sound the letter A makes. Now I want everyone to pretend they are a scared cat and make the /a/ sound. Make sure your mouth is wide open. Great job
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“Now let’s look at the poster and say our tongue twister together. Auntie Annie asks Amber for all of the apples. Do you hear the /a/ sound in that? Now lets say it again but make the /a/ sound longer when we hear it. Aaauntie Aaanie aaasks Aaamber for aaall of the aaaples. Awesome job with your /a/”
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“Everyone please take out your letter boxes and letter tiles. I would like you to have 3 letter boxes. Now what goes in each letter box? That’s right each mouth movement that deserves a letter goes in a box. Now please look at the board. If I were to spell ‘cat’ then I would sound out /c/ /a/ /t/. Each sound has it’s own mouth movement so they go in their own boxes. I hear a /c/ sound so C must go in the first box. Oh there is that /a/ sound so the A must come next. Now I hear the /t/ sound so the T must go last. So now I have spelled the word ‘cat’. In the bag of letter tiles you will have all the letters you need. Now listen carefully as I read out each word: map, cab, tan, sat, catch, lack, land, ask, smash .
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“Now everyone please look at the board. I have a list of words on the board. I want you to read the words to yourself and see if you hear the /a/ sound. When I point to a word with the /a/ sound in it I want you to say quietly /a/. If I point to a word that does not have the /a/ sound in it then I want you to shake your head and say no quietly. Here is an example. If I point to the word “can”, then I will say /a/ quietly. Now let’s give it a try.” Teacher reads: cat, tap, time, toy, cup, lamp, foot, pants, fire, fan, shock
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“Now will everyone please get out the book “The Scaredy Cats”. I would like for you to read this to yourself, but remember to use your quiet voices. Once you are done, find a partner and read it to one another. I will walk around and listen to you as you read. You can use your coverup critter if you need to.
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“Now I will pass out a sheet with words on it. I want you to connect the letters that spell the picture. Then write the word beside it. After you have written all the words then you can color in the pictures.
Resources:
Bright, Amy, “Olly Says /o/ at the Doctors”.
http://www.auburn.edu/academic/education/reading_genie/begin/brightbr.html
“The Scaredy Cats” by Barbara Bottner
Worksheet:
http://www.funfonix.com/book1/ffonix_book1_2.gif
