Lesson 8: Long A

Lesson 8: Long A Vowel

Objectives:

The students will:

  1.  Be able to identify what sound the long A vowel makes.
  2. Be able to orally express the long A vowel sound.
  3. Be able to identify words that have the long A vowel sound in them.

Materials:

  1. Computer
  2. Chart Paper
  3. Long A Vowel Poem (See Lesson 8 Extras).
  4. Sticky Notes
  5. I Spy Long A vowel sheet
  6. Laminated Words that have Long A in them
  7. Long A Book (http://www.readinga-z.com/book/decodable.php?id=42)
  8. Highlighters
  9. Starfall Worksheet for Jake’s Tale (See Lesson 8 Extras).
  10. Shopping List Worksheet Long A (See Lesson 8 Extra).

 

New York State Common Core:

Strand: Reading 

Domain: Print Concepts

Standard 1. Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.

Domain: Phonological Awareness

Standard 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or C VC) words.* ( This does not include CVCs ending with /l/, /r/, or /x/.)

Domain: Phonics and Word Recognition

Standard 3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Anticipatory Set:

The teacher will ask the students if they can remember what sound the short A vowel makes. The teacher will then explain that not only does the vowel A make a short sound but sometimes it can make another sound called Long A. The teacher will then go over the long A poem with the class. The teacher will then ask the students to identify out of the words on the board which ones have the long A sound in them.

Procedures:

  1. The teacher will introduce the long A poem to the class and discuss what words have long A in them.
  2. The students will pick out words on the board that have the long A sound in them and put them in the long A basket on the board. (See lesson 8 extras).
  3. The teacher will conclude the long A discussion with the group. The teacher will then explain the centers to the students that they will be participating in for the week.
  4. The students will participate in a new center each day until the end of the week reviewing all of their short vowel sounds.

Assessment:

The teacher will be able to use the group discussion to understand how well the students understand the long A vowel as well as what knowledge they had previous to their discussion. The teacher will also use the center extras at the end of the week to determine how well the students were able to identify the long A vowel.

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