Explicit Phonics Lesson
a_e Spelling
Day 1
Review and :
“What is the
short sound of a?” /ă/ “What is the hand signal
for short i?” holding an imaginary apple “ A has another sound that we will be studying
this week. That sound is the same as the name of the letter a. The short ă sound
has only one basic spelling. That spelling is a single a followed by a consonant.” (CVC)
“Today we are going to learn about the Magic E and how it can change
the sound of a vowel. Magic E is silent at the end of a word. It throws its
magic over a consonant to the other vowel in the word and makes the vowel say
its long sound. The spelling pattern we will be looking for this week is a,
consonant, e. (a_e or VCe) When an e is added
after the consonant in a short a word
or syllable, the magic e makes the a use its long sound or its name, /ā/.” (Refer
to the card spelling a_e.) “Sound this word with me.” Write Sam on the board and sound out the word together. Then add magic e
on the end of Sam. “When the magic e is put on the end of Sam
it makes a use its long sound. The new word is same. Let’s look at another word.” Follow the
same procedure with: tap, tape; plan,
plane; van, vane
PA: Oral
“Listen
to these words and tell me if each word has the long ā
sound or not. Give me thumbs up if the word has the long ā sound and thumbs
down if the word doesn’t have the long ā sound. For example, if the word is cap, you would show me thumbs down. If
the word is cape, you would show me
thumbs up.” Pronounce these words to have the students indicate if the
word has the long /ā/ sound:
last lace pan shame plate sack
cave flat fate snap snack game
Decoding:
“The long /ā/ sound
that we are studying this week is spelled with the a-e spelling.” (Refer to the long a spelling card.)
Use two colors of markers to write /ā/ words one spelling at a time on the
board as the class sounds out and then blends the words as a group. When using the a_e spelling write both vowels leaving a
blank between them, say sound. Then write the consonant that goes in the blank.
When pointing to the letters to sound out the words, use 2 fingers to touch
each vowel at the same time for the vowel teams. Then end by pointing to the
consonant in between them.
lake snake shake name
cake tame game frame
flame blame Blake black
After the words are decoded, briefly
discuss meanings of words that may be unfamiliar to the students. Reread the
lines of words with the class. Then give clues and have the students tell their
buddy which word is the answer. Call on one set of buddies to give and spell
the answer. Circle the words on the board as they are given as answers. Clues
could be:
1.
A reptile without legs snake
2.
Antonym for white black
3.
A body of water surrounded by land lake
4.
Something a picture is displayed in frame
5.
A male name Blake
6.
The evidence of fire flame
7.
The first thing you put on your paper name
8.
Antonym for wild tame
9.
A dessert cake
10. What you might do if you are very cold shake
11. To say someone or something is the cause blame
The last word (game) is read by the students and used in a sentence
that is told to their buddy. This exercise will give practice in reading words
with the /ā/ sound and will help expose them to oral vocabulary at the same
time.
Reading Decodable Text:
Use decoding practice page to read long ā words in
text. Read the passage to the students, have the class read it chorally, and
then have buddy A read to buddy B. Then B will read to A.
Day 2
Review:
Review the a_e spelling of long ā. Practice adding the magic e to CVC, short a words such as: tap, tape; man, mane;
tam, tame
PA: (oral)
“I am going to give you a word with the long /ā/ sound in it. I want
you to segment the words into individual sounds and show me a finger for each
sound (finger spelling). So if I say, ”tame” you would give me /t/, / ā /, m/.” (3
fingers)
Pronounce these words to have the
students segment the words into phonemes. One word has a short sound
intentionally.
Remember: Phonemic
Awareness is done without looking at letters.
take (3) grape (4) space (4) drapes
(5)
braid (4) tame (3)
tramp (5) chain
(3) vase (3) whale (3) slate (4) sake (3)
Decoding:
Write the following words on the board
as the students sound and blend into words (Use buddy strategy for more student
engagement. See Day 1.)
tack take can cane
wake brake fake flake
slate male whale stale
Use these clues or
make up your own (Be sure to push the vocabulary factor):
1.
A synonym for man male
2. Small, sharp object used to hold something up tack
3.
The largest living mammal whale
4.
Antonym for fresh stale
5.
Stick used to help a person walk cane
6.
A kind of board used with chalk slate
7.
Synonym for slow down brake
8.
Antonym for sleep wake
9.
A small, light piece of something flake
10. Synonym for make-believe fake
11. a cylinder shaped container can
Have the students
read the last word (take) and use it in a
sentence, telling their partner. Call on a few Buddies to share their
sentences.
Reading Decodable Text:
Have student Buddies practice reading
the long a phrases . (You will need at least one copy for each pair of students.)
Day 3
Review:
Use the long /ā/ card to review the a_e
spelling. Have words with these spellings on flashcards (such as: bake, back,
rack, rake, tap, tape, sack, sake, Jack, Jake) to quickly practice decoding.
Encoding:
Use the dictation procedure.
1.
/w/ w /ĭ/ i / ă/ a /ā/
a_e
/ ch/ ch
2. game came
same
3.
tap tape
grape
4.
became nickname
5.
Her nickname became Jane at the game.
Reading Decodable Text:
Have student Buddies practice rereading
the long a phrases (You will need at least one copy for each pair of students.)
Day 4
Review:
Review quickly the long a_e spelling. Have
the students give words that have the long a_e spelling. List them on the board
with the students’ help to spelling them.
Word
Building:
Using a pocket chart and letter cards
or magnetic letter tiles work through the word chain: take pal lame
make pale game
shake tale came
bake stale tame
brake sale shame
rake whale same
lake male sake
Blake make shake
black fake
lack flake
rack flame
rake
Reading Decodable Text:
Provide
students with copies of long a sentences Have them locate and circle words with
the long a spellings. Then practice reading the sentences with buddy strategy.
Day 5
Review:
Review quickly the a_e spelling using
the long a spelling card. Using about six word cards with a_e words, have Buddy
A read the first word and tell a sentence using the word to Buddy B. Call on
one Buddy A to share their sentence. Then for the next card, Buddy B reads and
tells a sentence using the word to Buddy A. Continue until all the word cards
have been used.
Encoding:
Use the dictation procedure:
1. /sh/ sh /th/ th /ā/ a_e /ī/ i_e / y/ y
2. lack lake Blake
3. shake snake wake
4. cupcake namesake
5. Blake
and Gale ate pancakes at the lake.
Reading Decodable Text:
Reread long a sentence and phrases
using the buddy strategy.
Decoding Practice
|
tape name lake fame make
fake lane vase rake came
|
on
the plane
bake
a cake
take
the cane
the
fake grapes
1.
Take
the lane to the left.
2.
Jake’s
name is the same as mine.
3.
Jane
likes to make up games.
4.
It’s
a shame that the cake was stale.
5.
She
put the vase into the case.
6.
That
was a whale of a tale.
7.
Shane
saw his name on the list.
8.
We
will rake the grass in the lane.
Long a_e Phrases
1.
take
your time
2.
wide
awake
3.
bake
cupcakes
4.
play
a game
5.
it’s
a shame
6.
the
same name
7.
whale
of a tale
8.
rake
the grass
9.
tape
came off
10.
in
the flame
11.
not
in shape
12.
a
big, black whale
13.
shake
the rake
14.
wake
up Blake
15.
make
a mistake
16.
came
on a plane
17.
chase
the whale
18.
swam
in the lake
19.
save
a life
20.
a
fake snake
21.
shape
of a cane
22.
gave
a cupcake
23.
wake
the ape
24.
a
lame crane
Long a_e Sentences
1.
The
tape came off the frame.
2.
Blake
went on a late date.
3.
The
grapes taste very good.
4.
Jake
and Jane have the same last name.
5.
I
saw the lion shake his mane.
6.
We
made a lot of cash on the cake sale.
7.
There
was a snake near the lake.
8.
Don’t
scrape your leg when you skate.
9.
The
stale pancakes taste bad!
10.
I
can’t blame Gale for making that mistake.
11.
We
became sad when we lost the game.
12.
Grace
has a vase with an odd shape.
13.
Jake
got on base in the ballgame.
14.
Hide
your shame and get back in the game.
15.
Red
Riding Hood got her name from the her red cape.
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