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Phonics Short Aa Activities

$4.00

PHONICS SHORT Aa ACTIVITIES


This product includes whole group, small group and independent activities to teach the Short Aa Patterns: -ag, -ap, -at, -am, -an, -ad


Activities Include…

Student Chart {Pg. 2}

Place this poster in each learner’s book box or writing folder as a reference.

 

Short Aa Posters {Pg. 3-8}

Introduce the vowel patterns with these posters and post in the classroom.

 

Short Aa Charts {Pg. 9-13}

Create a list of words as a class and post in the room or in the writing center.

 

Short Aa Word Cards {Pg. 14-19}

Make a flip book using a metal ring and place in the classroom library or using during small group instruction.

 

Short Aa Puzzles {Pg. 20-25}

Have the learners match the puzzle pieces for each pattern.

 

Short Aa Literacy Center {Pg. 26-32}

Have the learners write the sounds they hear to make each word.

 

Short Aa Literacy Center {Pg. 33-45}

Have the learners match the sounds they hear to make each word.

 

Short Aa Literacy Center {Pg. 46-52}

Have the learners change the beginning sound in each pattern to create a new word.

 

Short Aa Mini-Book {Pg. 53}

Have the learners color, cut and fold the book and add to their book box.

 

Short Aa Workpages {Pg. 54-55}

Have the learners glue the pictures to the correct pattern.

 

BUY THE BUNDLE AND SAVE…Short Vowel Activities BUNDLE


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

CCSSL.K.2c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
CCSSL.K.2d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
CCSSRF.K.2c
Blend and segment onsets and rimes of single-syllable spoken words.
CCSSRF.K.2d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Texas Essential Knowledge and Skills

TEKSLA.K.2.A.x
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: segmenting spoken one-syllable words into individual phonemes.
TEKSLA.K.2.B.i
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: identifying and matching the common sounds that letters represent.
TEKSLA.K.2.B.ii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.
TEKSLA.K.2.B.iii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: recognizing that new words are created when letters are changed, added, or deleted such as it – pit – tip – tap.
TEKSLA.K.2.C.ii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns.

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