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Lesson 3

/n/ /a/

Download a black and white printable version of these lesson plans.

Contents

Page 2 Phonemic Awareness /n/ Resources: American Prounciation website (3.01) Australian Pronunciation website (3.02) U.K. English Pronunciation website (3.03) Kididdles SongSheet PDF b+w sheet (3.04) Page 3 Phonemic Awareness Resources: Sound/Symbol Cards PDF color sheets (3.05) Page 4 Phonemic Awareness Resources: Read Aloud Book PDF b+w book (3.06)Page 5 Phonemic AwarenessPage 6 Sound/Letter Relationship Resources: /n/ Video website (3.07) Sound/Symbol Cards PDF color sheets (3.08)Page 7 Sound/Letter Relationship Resources: Writing Practice sheet PDF b+w sheet (3.09) Phonemic Awareness /a/ American Pronunciation website (3.10) Australian Pronunciation website (3.02) U.K. English Pronunciation website (3.03)Page 8 Phonemic Awareness Resources: Sound/Symbol Cards PDF color sheets (3.08) Page 9 Phonemic Awareness 0 Phonemic Awareness Page 11 Phonemic Awareness Page 12 Sound/Letter Relationship Resources: /a/ Video website (3.11) Sound/Symbol Cards PDF color sheets (3.08)Page 13 Sound/Letter Relationship Resources: Writing Practice Sheet PDF b+w sheet (3.12) Read Aloud Book PDF b+w book (3.13) Order Reading A-Z website (3.14)

http://reading.s3.amazonaws.com/lessonplans/03_bw.pdf

http://www.uiowa.edu/~acadtech/phonetics/english/movies/n-sound.htm

http://www.getreadingright.co.uk/phoneme/pronounce-the-phonemes/1

http://tinyurl.com/ydjpgrn

http://reading.s3.amazonaws.com/SongSheets/songsheet_engine_engine.pdf

http://reading.s3.amazonaws.com/soundsymbolcards/sscards_week01.pdf

http://tinyurl.com/2cd29ak

http://www.starfall.com/n/level-k/letter-n/load.htm?f


http://reading.s3.amazonaws.com/writingpractice/lesson03_n_.pdf

http://www.uiowa.edu/~acadtech/phonetics/english/movies/short-a.htm

http://www.phonicsinternational.com/hear_the_sounds/hear_the_sounds_1.htm


http://www.starfall.com/n/level-k/letter-a/load.htm?f


http://reading.s3.amazonaws.com/writingpractice/lesson03_a_sml.pdf

http://tinyurl.com/27vwghr

http://wetrack.it/readingaz/af.cgi?aid=61&redirect=https%3A%2F%2Faccounts.learninga-z.com%2Faccountsweb%2Fsss%2Fcontact.do

Week 1 Lesson 3: Consonant /n/

Lesson Plans: Consonant /n/ 2

© 2010 ReadingLessons.com

PHONEMIC AWARENESS

• Go to the Iowa University website link and click on the triangle to hear how the phoneme /n/ should be sounded.

• Be sure NOT to pronounce the /n/ sound as “nuh.”

• To make the /n/ sound, press the front and sides your tongue tightly against the upper gum. This stops the vibrating breath from coming through your mouth.

PHONEMIC AWARENESS

• Demonstrate how the word nine begins with the / n / sound.

• Download the SongSheet Engine, Engine Number Nine from the Kididdles website.

• Read out, or sing, the song, emphasizing the / n / sounds at the beginning of words.

• Tell the students they are goingto learn the / n / sound.

American PronunciationUniversity of Iowa

Australian PronunciationGet Reading RightScroll down to the /n/

UK English PronunciationPhonics InternationalScroll down to the /n/

You must have Flash 7 or higherplug-in to use these pages.

Song SheetEngine, Engine Number NineSongSheet from KIDiddles

http://www.uiowa.edu/~acadtech/phonetics/english/movies/n-sound.htm


http://tinyurl.com/ydjpgrn

http://reading.s3.amazonaws.com/SongSheets/songsheet_engine_engine.pdf




PHONEMIC AWARENESS

•Shake your head as you say “no.” Emphasize the / n / sound

• Tell the students that the word no begins with the / n / sound.

• Ask students to do the same. Tell them to use this movement when they say or hear the /n/ sound.

PHONEMIC AWARENESS

• Show only the front of the sound/symbol card for “nest” and say the word “nest.” Emphasize the /n/ sound.

• Ask them to listen for the /n/ sound and repeat it in the word “nest.”

Sound/Symbol CardsWeek 1 cardsPrint on a thick paper or card. Fold the sheet down the center on the dotted line. Cut the cards into four and glue. For extra durability, you can laminate the cards.

Action for /n/To help students remember phonemes, we associate an action with the sound. For /n/, they should shake their heads and say “no” emphasizing the /n/ sound .





PHONEMIC AWARENESS

• Read out the Reading A-Z downloadable book “Nuts in My Nest.”

• Emphasize the /n/ sounds in the story.

• Ask students to listen for the /n/ sounds.

• If you are not a member of Reading A-Z, don’t worry. Find a children’s book which has a lot of /n/ sounds. Or make up a passage using the /n/ words on the website.

This book is a downloadable from the Reading A-Z website.

PHONEMIC AWARENESS

• Ask them to say /n/and shake their heads when they hear the sound at the beginning of the word.

• Here are the words:

nut, nest, dog, no, nice, new, cat, nine,

• Be sure to leave enough time between saying each word for the student to respond.

• Tell the students that you are going to say some words that begin with the /n/ sound and some that do not.

Read Aloud Book Nuts in My Nest From Reading A-Z, if you are a member.You can also make up your own stories which emphasize the /n/ sound.

More words to use that begin with /n/nag, name, nap, napkin, near, neck, needle, net, new next, night, nod, noise, nose, not, note, now, nurse

http://tinyurl.com/2cd29ak




PHONEMIC AWARENESS

• Tell the students that you are going to say some words that end with the /n/ sound and some words that do not.

• Ask them to shake their heads and say /n/ when they hear the sound at the end of a word.


pan, ran, mat, sun,bin, pig, fun, sat

• Leave time for the student to respond.

• Say the word man emphasizing the /n/ at the end of the word. Say that the word “man” ends with the /n/ sound.

PHONEMIC AWARENESS

• Here’s the verse:

My new nest is funMy old nest is notMy new nest is sunnyMy old nest is funny

• Repeat until the students can identify all the beginning /n/ sounds in the verse.

• Tell the students they should shake their head and say /n/ once when they hear the /n/ sound at the beginning of a word, in the verse you are going to read them.

More words that end with /n/ban, balloon, bean, bin, bun, can, clown, corn, fan, green, grin, hen, in, lawn, lion, man, men, pen, pin, rain, ran, run, spin, spoon, ten, train, van, win

Another verse to help teach the /n/ sound “We need to leave soon.”“No, we can go at noon.”“Let’s go north,” said the man.“No. Let’s not, it’s to hot,” said Dan.




SOUND/LETTER RELATIONSHIP

• Go to the Starfall website page for /n/ .

• Play the video through to the end or have the students play the video.

• If students are confused when they here “en” at the beginning of the video, tell them that this is the name of the letter, not the sound it makes, and they do not need to remember the names of the letters yet.


• Point to the small n and say this is how we write the letter for the sound /n/ .

• Point to the capital N and say this is how we write big /n/ which is for important words like people’s names.

• Ask if they know anyone whose name begins with the /n/ sound.

• Point to the word “nest” and say this is how we write the word “nest”. Point out the letter n and say this is how we write the /n/ sound at the beginning of the word “nest.”

• Give out the sound/symbol card for /n/ .

• Show the back of the card.

Starfall website/n/ video

Sound/Symbol CardsWeek 1 cards

http://www.starfall.com/n/level-k/letter-n/load.htm?f






• Point to the small n and say this is how we write the letter for the sound /n/ .

• Point to the capital N and say this is how we write big /n/ which is for special words like people’s names.

• Ask the students to practice writing the small n and the large N on the practice sheets.

• Give out the KIDiddles writing practice sheets for n N.

PHONEMIC AWARENESS

• Let’s hear how the vowel short-a /a/ should be sounded.

• Position your tongue low and slightly forward in the front part of the mouth, with the tip positioned behind the lower teeth.

American PronunciationUniversity of Iowa

Australian PronunciationGet Reading RightScroll down to the /a/

UK English PronunciationPhonics InternationalScroll down to the /a/

You must have Flash 7 or higherplug-in to use these pages.

Writing Practice SheetsVowel short /n/ sheet

Short Vowel /a/

http://www.uiowa.edu/~acadtech/phonetics/english/movies/short-a.htm


http://www.phonicsinternational.com/hear_the_sounds/hear_the_sounds_1.htm

http://reading.s3.amazonaws.com/writingpractice/lesson03_n_.pdf

Week 1 Lesson 3: Short Vowel /a/

Lesson Plans: Short Vowel /a/ 8


PHONEMIC AWARENESS

•Take your index fingers of both hands, place them on top of your head and wiggle your fingers. At the same time, say the word “antenna.” Emphasize the /a/ sound.

• Tell the students that the word antenna begins with the /a/ sound.

• Ask students to do the same “antenna” movement and say /a/ . Tell them to use this movement when they say or hear the /a/ sound.

PHONEMIC AWARENESS

• Tell the students that they are now going to learn the /a/ sound.

• Show only the front of the sound card for “ant” and say the word “ant.” Emphasize the /a/ sound.

• Ask them to listen for the /a/ sound at the beginning of the word and repeat it in “ant.”

Sound/Symbol CardsWeek 1 cardsPrint on a thick paper or card. Fold the sheet down the center on the dotted line. Cut the cards into four and glue. For extra durability, you can laminate the cards.

Action for /a/To help students remember phonemes, we associate an action with the sound.





PHONEMIC AWARENESS

• Tell the students that you are going to say some words that begin with the /a/ sound and some that do not.

• Say the words one at a time and be sure to leave enough time between saying each word for the student to respond.

ant, act, nut, apple,fun, add, hit, at

• Ask them to say /a/ and do the “antenna” movement, when they hear the sound at the beginning of the word.


PHONEMIC AWARENESS

• Say the word cat emphasizing the /a/ in the middle of the word. Ask the students to repeat it.

• Tell the students that you are going to say two words One has the /a/ sound in the middle of the word and the other does not.

• Say the words man and pen. Ask students which word

has /a/ in the middle.

• Tell the students that they can also hear the /a/ sound in the middle of some words.

More words that begin with short vowel/a/am, as, accident, address, adult, agree, alligator, answer, axe




PHONEMIC AWARENESS

• Ask them to say /a/ and do the “antenna” action, when they hear the sound in the middle of a word.


bad, hat, nut, red,fat, hot, fit, rat

• Leave time, between saying the words, for the student to respond.

• Tell the students that you are going to say some words that have the /a/ sound in the middle of the word and some that do not.

PHONEMIC AWARENESS

• Here’s the verse:

• Repeat until the students can identify all the middle /a/ sounds in the verse.

The fat cat likes to napShe can nap on my lapShe can nap in dad’s hatShe can nap on a mat

• Tell the students they should say /a/ and do the “antenna” movement, when they hear the /a/ sound in the middle of a word, in the verse you are going to read them.

Another verse to help teach the /a/ sound

Dan is a bad man. He put a cat in a bag.He put the bag in a can.He put the can in his van.

The cat is in the bag, the bag is in the can,the can is in the van.Dan is a very bad man.

More words to use that have the short vowel /a/ in the middlebag, ban, bat, can, cap, cat, clap, dad, fan, had, jam, lap, mad, man, map, mat, nap, pad, rag, ran, rap, rat, sad, sat, tag, tan, van





• Go to the Starfall website page for /a/ .

• Again, the video begins with the name of the letter, which could be confusing. Tell the students that this is the name of the letter, not the sound it makes, and they do not need to remember the names of the letters yet.

• Play the video through to the end or have the students play the video.


• Point to the small a and say this is how we write the letter for the sound /a/ .

• Point to the capital A and say this is how we write big /a/ which is for important words like names of cities.

• Point to the word “ant” and say this is how we write the word “ant”. Point out the letter a and say this is how we write the /a/ sound at the beginning of the word ant.

• Give out the sound/symbol card for /a/ .

• Show the back of the card.

Starfall website/a/ video

Sound/Symbol CardsWeek 1 cards

http://www.starfall.com/n/level-k/letter-a/load.htm?f






• Point to the small a and say this is how we write the letter for the sound /a/.

• Point to the capital A and say this is how we write big /a/ which is for important words like people’s names.

• Give some examples, like “Ann” and “Andy.”

• Ask the students to practice writing the small a and the large A on the practice sheet.

• Give out the KIDiddles writing practice sheets for a A.

READ-ALOUD (Albert the Angry Alligator)

• Ask students to listen for all the /a/ sounds in the story.

• “Albert the Angry Alligator” is a downloadable book on the Reading A-Z website.

next lesson is for consonants /p/ and /m/

• If you are not a member of Reading A-Z, find a trade book with a lot of short as, or compose a short passage using the list of /a/ words on the website.

• End the lesson by reading “Albert the Angry Alligator.”

Download a black and white printable version of these lesson plans.

Writing Practice SheetsVowel short /a/ sheet

Read Aloud Book Albert the Angry AligatorFrom Reading A-Z, if you are a subscriber.You can also make up your own stories which emphasize the /a/ sound. Make sure that you only use short /a/ NOT the long vowel sound.



http://reading.s3.amazonaws.com/writingpractice/lesson03_a_sml.pdf

http://tinyurl.com/27vwghr

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