Teachers

Name: Nicole Hagen

Students Name: A-


Lesson Skill: Long a
Instructions
Teacher1 Script

Introduction to
new sound.

Small Group Tier 2 or Tier 3

Grade: 1st Grade

State the phonics lesson objective for students: Today we are going to learn
the long a sound.

Introduce the skill/word/sound: Connect to Prior Phonics or World Knowledge

The long a sound appears in words like ape, lake, and rake. These
words have a magic e at the end which helps the a make the long a sound.

Model the new sound:

a says /a/. My turn. What sound?

Together:

Say it with me. What sound? Your turn. What Sound?

Model how to sound out words with the new sound: Present several examples

Im going to show you how to sound out and blend words with the new
sound.

Im going to look at the underlined vowel sounds, and say its Sound
/a_e/.
Then Im going to Blend while Ill say the letter-sounds without stopping.
Then Ill say the word fast. Watch me.
T: My turn
T: Sound? [tap under a_e] . /a/
T: Blend? c a k [loop and signal under the letter.]
T: Word? Cake

T: Do it with me.
T: Sound? [Tap under a_e] /a/
T: Blend? [loop and signal under the letters] c a k
T: Word? Cake

Error correction:
[for students who dont blend]: I can say the sounds without stopping. Watch me
[for students who dont respond]: I have to hear everyone. Do it on my signal.
[for students who dont reponse on signal]: Wait for my signal


1

fill out the information in the table above by writing your own teaching script. Add or delete rows according to your script. Follow the
format from the chapter, but choose new word examples. Be sure to bring this lesson to class next week to demonstrate to the other
members of your small group. You will hand this in to your instructor.

Practice
reading/decoding
new words using
sound

Teaching script: [Present several decoding examples with other words]

What sound? [point to underlined sounds]
Sound out the word. Say the sounds when I loop under the letter.

Now lets read other words with our new sound. Watch my signals.
T: Sound? (tap under lined letters)
T: Blend? (loop-signal under letters)
T: Word (side-slash)

List Words here that you will write on a poster: Clay, Stay, Bake, and Plate

Make
Male
Bake




Discrimination
Teaching script:
Practice
Here are some other words. Some words have our new sound the long a and
reading/decoding some words do not. They have the short a sound.
mixed words
[Point to words below. Point out the differences]
with minimal

Cat
contrast pairs
Face
(can be used in

word sort later)
T: Sound? (tap under lined letters)

T: Blend? (loop-signal under letters)
T: Word (side-slash)

mat
lame
page
gate
Scaffolding
Reduction
(in your head)

sat

tape

rate
man
fate

EX: (subvocal sounding out).

Now well read the words faster.
Sound out this word in your head. First Ill point beside it and say Think.
(Thats when youll sound it out in your head).
Then I will say Word, and you will say the word fast.

T: Think [signal. point and pause for 1]
T: Word [side-slash]

List Words (same as above) for practice reading words more fluently.
mat
lame
page
gate
sat
tape
rate
man
fate

Individual Student Checkout.
Lets check your performance. Im going to call on individual students to read the
words [select words and students randomly to provide additional practice]

T: ____, what word?
T: ____, word?

Error Correction

Spelling Words
with Sound

[for students who dont blend]: I can say the sounds without stopping. Watch me
[for students who dont reponse on signal]: Wait for my signal
Lets Do Say-It Spell-It. Well use our fingers to segment and spell the words.
Some words will have our new sounds. Other words will just have the short a
sound.

Im going to use say-it and move it to spell words with long a and short a.
Ill use my fingers to show the parts.
Watch me first. The word is bake.
Im going to say-it and hold up a finger for each sound first.
Ill hold up a finger each time I say a new sound.
/b/ Hold up finger
/a/ Hold up finger
/k/ Hold up finger
So Im going to write the first sound in the first box. What sound do
we hear first?
/b/
How do we write that sound? Yes b. So Ill write b in the first box
because it makes the first sound
Ill say the sounds again. /b/ - /a/ - /k/ . What sound do I hear in
the middle? Right /a/. How do we write that? Correct a. So Ill write
a in the middle box because it makes the sound we hear in the
middle
What sound do I hear last? Right we hear /k/ last. How do I write
that? Yes y. So I will write y in the last box because it makes the last
sound.
Fluency Probe
(end of lesson)

Now well do a fluency check and see how many words you can read in one
minute. Refer to resource packet

Read Decodable
book with sound

Extension:
Word Sort

Chose a book that is at reading level that has a lot of instances of the long
a, magic e sounds and read it with the students
Have a list of words and demonstrate to the students words that go in the
long a, magic e category, words that go in the short a category and words
that go in the oddball category. Then have the students practice.