Short ‘a’

Practice Lesson

Review Cards

Sound Cards

Review and Drill – beginning consonants (b,c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z, ă)

“When I hold up a letter, say the letter’s name and give its sound.”

Step 1

Sound Cards (Continued) 

Hold up short a Sound Card.

“Stand up and extend your arm all the way out in front of you. Ready?” 

 /ă/  (Say the sound.)  a  (Say the letter as you Sky Write.)   /ă/  (Underline the sound and say the sound.)

Have student repeat 3 times.

“Good job! Do you know the letter a can also be a word? The letter a is a word and says it’s own name when it’s by itself. We will read some sentences today with the word a.” 
 

Step 2

Phonological Awareness

“Say rat. Say rat again but this time, instead of /t/, say /g/.” (rag)

“Say cab. Say cab again but this time, instead of /c/, say /l/.” (lab)

“Say jam. Say jam again but this time, instead of /j/, say /y/.” (yam)

“Say man. Say man again but this time, instead of /n/, say /p/.” (map)

“Say wax. Say wax again but this time, don’t say the /w/.” (ax)

“Say yap. Say yap again but this time, instead of /y/ say /t/.” (tap)

Step 3

Letter Tiles

“Say jam.”

“Bring down the letters for each sound in jam. Read the word again. Now put all the letters back where they belong.”  

Repeat the above activity with the following words:

tab, sad, dad, gas, ran, yap, ax, bat, pan, fad

Step 4

Red Words

Review and Drill red-checked Red Words on page 156.

Write the word has on the whiteboard. Say “This is the word has.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this 3 times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this 3 times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read and underline 3 times.

“Can you give me the word in a sentence?”

Turn to page 156 and put a red check mark next to the word has.  

Step 5

Reading

Student’s Workbook page 4 – Sentences Short a

Look at the first sentence. Put your finger under the first word in the sentence. Now read the sentence quietly in your head and look at me when you are finished and I will ask you a question.”

When the student looks up at you, you will ask the student a comprehension question. Then have the student go back and read the sentence aloud.

Repeat this process with all of the sentences:

Max can pat the cat.

“What animal can Max pat?” (the cat)

Dan has a hat.

“Who has a hat?” (Dan)

The man sat.

“What did the man do?” (sit)

The bag has a tag.

“What is on the bag?” (a tag)

Dad has ham.

“Do you think Dad likes ham?” (answers will vary)

The tan cat sat.

“What color is the cat?” (tan)

Sam has the bag.

“What does Sam have?”  (the bag)

Jan has the bat.

“What game is Jan playing?” (baseball)

The cat had a nap.

“What was the cat doing?” (taking a nap)

The man ran.

“What did the man do?” (run)

Step 6

Sound Dictation

Student Workbook Page 8 – Sounds

“Say /ă/. What letter makes the /ă/ sound? With your finger, write the letter that says /ă/ on your palm. Now write the letter a on your paper. Now, look at the letter you just wrote. What is the name of this letter? What sound does it make?”

Repeat the above with the following sounds:

/f/, /d/, /z/, /ă/, /n/, /h/, /b/, /m/, /x/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 8 – Words

“Say bad. Spell the word bad by writing the letters on your palm. Now, pick up your pen and write the word bad on your paper.”

Repeat the above activity with the following words:

cab, dad, wag, van, fat, tax, pan, ram, nag

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 8 – Sentences

“Listen carefully as I say a sentence, and watch as I make a dash on the whiteboard for each word in the sentence.”  

Jan has a fan.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”  

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

The cat had a nap.

The man has ham.

Step 9

Fluency Practice

Student Workbook Page 122 – Fluency Practice 1

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.