In the beginning of a Kindergarten lesson on long vowels, the teacher may show a worksheet that has several long vowels written on it. The letters and corresponding letter pairs are given as names of different objects: how to say ‘bunny’, ‘bear’, and ‘hammock’ are the examples. Although the teacher will use these letters to help explain some of the basics, the teacher may still need to go over this sheet with students to make sure that all the students are familiar with the names.
If students were given the name for the letter ‘a’ in the beginning of a lesson on long vowels, it might be easier for them to remember the name of a word that they have just learned. This is especially true if the students were taught this letter at the beginning of their Kindergarten lesson on long vowels.
Students should also be made aware that the letter ‘a’ is different from the letter ‘e’. With the letters ‘e’i’, for example, a student can easily tell which of the two is larger: the ‘e’ is larger than the ‘I’. However, with the letter ‘a’, a student would not know which is larger unless the teacher tells them so. Because this happens often, it is good to get students to talk about this ‘a’ before they are even taught the letter ‘a’.
For students who are only introduced to the letter ‘a’ in kindergarten, they may find it difficult to figure out how to pronounce the letter ‘a’. Even though they have been introduced to the letters ‘e’i’, students may still find it difficult to pronounce the letters ‘a’. This can cause a lot of confusion.
One of the most common ways to help students with this is to repeat the name of the letter a and then go over the worksheet. The teacher could go over each of the letters and the associated sounds to make sure that each letter is pronounced correctly. By the time the student has been introduced to the letter ‘a’, they should already be able to identify how to pronounce it.
Another way to teach students how to pronounce the letter ‘a’ is to begin by saying the letter ‘a’ without holding a pencil or any other sharp object. After students learn how to say the letter ‘a’ without holding an object, they should then be given the pencil.
Teachers should always be careful not to hold onto the pencil for too long, however. After a student has learned how to pronounce the letter ‘a’ without holding anything, he or she should be allowed to leave the room for a short period of time.
By introducing the letters ‘a’ at the beginning of the lesson, students should already be making the connection between the letter ‘a’ and the word ‘hammock’. In order to help the students associate the sounds of the letters ‘a’ with the name of the letter ‘a’, the teacher may want to use a worksheet similar to the one above.