Ask an Ant About the Letter A
Students will be able to identify words with the initial, medial and final short 'a' sound.
Introduction (5 minutes)
- Ask your students to say how many vowels are in the alphabet.
- Tell students to name the vowels.
- Tell students that today, they're going to learn about one of those five vowels.
- Tell students that you will make the sound of the vowel we're learning about today.
- Make the short 'a' sound.
- Ask students to say which vowel makes that sound.
- Explain to students that that is the short sound of the vowel 'a'.
- Say the short 'a' sound three times and have your students repeat.
- Have your students recite the following chant: "The 'a' says /a/; the 'a' says /a/; every letter makes a sound; the 'a' says /a/".
Explicit Instruction/Teacher Modeling (10 minutes)
- Use chalk to draw a line that will divide your chalkboard in half.
- Using your sticky tacks, put the pictures of the ant, hat, and pizza on the left side of the chalkboard.
- Explain to students that the short 'a' sound can be found at the beginning of words like in the word 'ant'.
- Point to the picture of the ant and say the word 'ant' placing emphasis on short 'a' sound.
- Explain to students that the short 'a' sound can be found in the middle of words like in the word 'hat'.
- Point to the picture of the hat and say the word 'hat' placing emphasis on short 'a' sound.
- Explain to students that the short 'a' sound can also be found at the end of words like in the word 'pizza'.
- Point to the picture of the pizza and say the word 'pizza' placing emphasis on short 'a' sound.
- Take the word cards (ant, hat, and pizza) and stick each under their picture.
- Let your students say and spell each word.
Guided Practice/Interactive Modeling (20 minutes)
- Stick the pictures of an apple, alligator, car, man, and maraca on the left side of the chalkboard.
- Stick the word cards (apple, alligator, car, man, and maraca) on the right side of the chalkboard.
- Ask your students to say the name of each picture.
- Point to each word card and pronounce the word; have your students repeat each word.
- Explain to your students that you need their help to place each word under its picture.
- Call on five students to participate.
- Let each student take a word card and place it under its picture.
- Point to each word on the chalkboard and let your students pronounce them. Let students say which part of each word they hear the short 'a' sound in (beginning, middle, or end).
Independent Working Time (10 minutes)
- Distribute the Short a First worksheets to your students.
- Read the worksheet instructions aloud.
- Have students complete the worksheet independently.
- Enrichment: Students who finish early during Independent Working Time can also work on the Short a Sounds worksheet.
- Support: Assist struggling students with writing other short 'a' words.
Related Books and/or Media
- GAME: What's in the Picture?
Assessment (5 minutes)
- Quiz students orally about what they learned.
- Let students make the short 'a' sound.
- Ask students to give some examples of words with an initial, medial, or final short 'a' sound.
Review and Closing (15 minutes)
- Tell students that they're going to play a game.
- Divide the class into two teams.
- Put the ant, apple, alligator, art, arm, hat, car, man, clap, sack, pizza, maraca, boat, shell, soap, hip, dog, rope, top, bed, egg and fish word cards into a box.
- Shake the box to mix the word cards.
- Tell students that inside the box, there are some words with the short 'a' sound and some words without the short 'a' sound.
- Explain to students that each team member will put their hand into the box and take out one word card. Each team will then gather their words together and pronounce each word. They need to put all the words with the short 'a' sound in one group and all the words without the short 'a' sound in another group. They must then count to see how many words they have with the short 'a' sound; the team with the most short 'a' words wins.
- Bring the box with the word cards to each student and have him take out a card.
- Guide your students as they pronounce and group their words.