top of page
tumblr_ldv8jzmyhn1qc7j5lo1_500.gif

Shake With Grace and Jake

 

Beginning Reading Lesson

​

​

 

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 map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling a_e. They will learn a meaningful representation (“Shake” with Grace and Jake). 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: 

  • Graphic image of dancing cartoon

  • Cover-up critter

  • Letter manipulatives( for each student and teacher): s, n, a, k, e, b, l, z, t, g, m

  • Letter boxes for each student

  • Smart board or larger letter box to model for student

  • List of spelling words on poster to read

  • Decodable text: “Late Kate” by Suzanne I. Barchers

  • Assessment Worksheet (linked below)

  • Crayons and Pencil

​

Procedures:

1. Introduce the lesson by showing the class the moving picture of dancing cartoon. Say: We are going to learn about and the sound long /A/ and the silent /e/ signal that is used to make A say its name, /A/!! When I think about this I think about dancing a shake like Grace and Jake are doing right here. [Show moving picture to peak students’ interest] Together let us put our hands up and move them like Grace.

2. Say: Before we learn to spell using a_e today, we need to learn what it sounds like in some words. When I listen for /A/ in words, I hear /A/ and my mouth opens wide and shows my teeth a little like this. [Make gesture for /A/ using shaking hands to relate to the picture] I’ll show you first: I hear /A/ in make and I felt a little of my teeth show. This means that there is an /A/ in it! Now let’s think if we can hear that in snack? Do you hear the long A? [ Allow students time to think] Then say lets all say it together… I don’t hear it, but what about it shake? ? [ Allow students time to think] Yes!! Let’s review with some words if you hear the long /A/, then put your shake hands up, but if you don’t put your hands in your lap. Let’s begin, do you hear it in: place, hand, spare, pit, and maze.   [ Have students answer using the directions given above] 

3. Say: Now that we know what it sounds like, we are going to learn how to spell /A/! One way to spell this is with aand a signal e at the end of the word. [ Write a_e on the board to give students a visual] This blank line here means there is a consonant after a, and at the end of the word there is a little silent e signal. What if I want to spell the word snake? Like “My dad found a snake in the garden when he was planting flowers.” Snake describes a reptile that slithers around outside. To spell snake in letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /s//n//A//k/. I need 4 boxes. I heard that /A/ just after the /n/ so I’m going to put an a in the 3th box and the silent e signal outside the last box. The word starts with /s/, like ssssss; I need an s. I think I heard /n/ so I’ll put a n right after the s. I have one empty box now after the A and if we stretch it out we can hear ss-nn-AA-kkkk, so I know I need a k in the last box.   [Model this for students on either a whiteboard or smart board so that they have an example of the spelling shown to them slowly] 

​

​

​

​

​

​

4. Say: Now that I have shown you how to use letterboxes to spell, you are going to spell some words in your own letterboxes. We are going to start with a short word with 3 letters and 2 letter boxes “ate”. This is like what you say when you say, “ I ate a sandwich for lunch today.” So, AAA-tttt- (silent e). What should go in the first box? [Respond to children’s answers]. What goes in the second box? [ Walk around the room and observe students] Like I said there are only 2 boxes, but 3 letters did you remember to  put the e outside of the box like we did with snake? [Allow children to spell words.] Time to check your work. [Model on the board] Watch how I spell it in my letterboxes on the board a in the first box, t in the second box and e on the outside. Does everyone have letter boxes that look like mine?  Try another with three boxes: “Game”. We will sound it out together gggggg- AAAA- mmmm. Try and figure out wich letters go in each box on your own or in your table group. [ Give students time to work on it] Does anyone want to model it for the class on the board? See if you’ve spelled it the same way as *student. We will spell one more and then we are done spelling! This one is a little longer and harder, but you can do it. We are going to spell “blaze” which is a word for a big fire. Think about it like: The fireman put out the blaze. Now we are done with spelling. 

5. Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display poster with blaze and model reading the word.] First I see it begins with a b, and then it sounds like lllll, l Then it is the A like in shake. I’m going to use a cover-up to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /b/+/l/ = /bl/ Now I’m going to blend that with /A/ = /blAz/. Now all I need is the end, zzzzz, that’s Z. Blaze; that’s it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.] 

6. Say: Now that we have learned the sound, know how to spell, and can read a_e= /A/ we are going to read a book! We are going to read, “ Late Kate”, which is the story about Kate and her friends and not being late. Kate hates to be late, but even when she races to not be late she still is! Let’s read to find out how Kate learns how to not be late… Will she learn? [Students get into small groups of two or three and all take turns reading pages, while teacher walks around the room monitoring progress and taking down notes of miscues if needed. When students are done reading, everyone will reread aloud together, and talk about plot and characters] 

7. Say: Now that we have read about Kate, do you think that having a watch will help her not be late? I wear a watch, do any of you all? [ Allow for time to discuss with students] Everyone has done such a great job in this lesson and we are almost done! Now all we have to do is a fun worksheet that we will be using crayons to color the picture and pick out the word that matches. You will do this individually then turn it into me. [Walk around to assess how each student is doing and help if needed and then collect worksheets to see how each student individually has done] Click here for worksheet 

​

​

​

Resources:

Zencuch, Jakie “Mom Wears Socks”:  https://jmz0009.wixsite.com/mysite/beginning-reading

Book: Late Kate- https://www.teachercreatedmaterials.com/estore/files/samples/15124s.pdf

Worksheet: https://www.teacherspayteachers.com/FreeDownload/Long-A-Worksheets-ai-silent-e-ay-FREE-Sample-5274022  

Image (Gif): https://gifloop.tumblr.com/post/2516607466

Screen Shot 2021-03-29 at 12.27.39 PM.pn
bottom of page