ee=/E/
Beginning
Rational: Students need
to understand that phonemes are represented by graphemes.
The arrangement of the graphemes map out the spoken word and in order to
help children through the process of gaining this understanding it is important
to teach the correspondences, which is the grapheme and the phoneme.
This lesson will teach the correspondence that ee=/E/.
Students will learn how to form the vocal gesture, practice identifying
/E/ in words using ee, and apply the correspondence in reading.
Materials:
Hand held mirrors; chart with "Three sweet bears are in a deep sleep down
by the creek."; Elkin Letterboxes (one each per student and one each for the
teacher) – 2 boxes and 6 boxes, letter tiles (a set per student and one teacher
set): a, c, c, d, d, e, e, g, h, i, k, l, n, p, r, s, t, t, w;
Time To Sleep (Henry Holt and
Company, 1997) – teacher copy and one copy per two students; word chart:
see, at, deed, three, sit, sleek, sweep, slept, creep, street, strength,
screech; learning logs with primary paper and pencils; assessment: teacher
clipboard with notecards for easy anecdotal record taking and worksheet
selecting words and pictures that have same long vowel sound as tree. (URL
below).
Procedures: 1. In
learning other grapheme and phoneme correspondences we have learned that our
written language has a special code.
We are going to learn a new code in this lesson.
We are going to learn how we move our mouth for /E/.
That ee represents /E/ in our written language.
The movement of our mouth almost opens like an open smile.
Our lips are separated and move out towards the sides.
2.
Let's pretend that we are going to get our pictures taken and we need to
smile and let's practice vocalizing /E/ while we are smiling. [Give our hand
held mirrors] Using your mirror notice how your mouth is moving when vocalizing
/E/. They are moving from being
together in the center out towards the sides of your face.
Now let's compare how it looks when we form /e/. Notice that your mouth
is open but not as wide and more in a smaller circle.
Before we go to our next activity, everyone practice vocalizing /E/ and
looking at the movements once more in the mirror to make sure that you see and
feel the difference of movements between /e/ and /E/.
3.
I will show you how to find the /E/ in the word
green. I am going to exaggerate
green by stretching it out in slow
motion. Watch for when my lips
first begin to separate into a wide smile. Gg-rr-eeee-nn. Slower:
Ggg-rrr-eeeeee-nnn. Did you feel it? On the third phoneme I noticed that my lips
moved in a wide smile and my voice turned on a little stronger to produce the
/E/ in the word green.
4. [Already on chart] Now let's look at our chart. I have a tongue tickler for us to try. This is the tongue tickler, "Three sweet bears are in a deep sleep down by the creek." Let's say it together and this time say it three times in a row. Now let's say it again and this time we will say it only one time but I want us to stretch the /E/ in the words. "Threeeeee sweeeeeet bears are in a deeeeep sleeeeeep down by the creeeeek."
5.
Since we have practiced vocalizing and feeling the /E/, I want us to
practice using our ee to represent
/E/ in words on our letterboxes.
Each student should have their own letter boxes and your letter pool should be
above your letterboxes on the table.
Make sure that your grapheme selection within your individual letter
pool. Before we get started, I am
going to model for you with the word
greet. I will need four boxes.
Greet, "They will
greet you at the door."
Greet.
As I think about this word, I hear the /E/ and know that it is
represented by ee so I will put those
in my box. Remember when two
graphemes represent one phoneme you put both letters in one box.
The onset that I hear is /g/ /r/ so I will place a
g and an
r before it and the last phoneme I
hear is /t/ so I will place a t at
the end. So now in my box I have
g r ee t for greet.
Now I am going to say some words, I will give you sentences to help with
understanding and I wish for you to use your letterboxes and tiles to spell the
words. I will instruct you as to
the number of letterboxes that you will need to use. I will go slow so that you
have time to think and I will be observing each student during this activity and
making brief notes. Words: 2-[see, at],
3-[deed, three, sit], 4-[sleek, sweep, slept, creep], 5-[street, strength,
screech]. Letters: a, c, c, d, d,
e, e, g, h, i, k, l, n, p, r, s, t, t, w.
After completing all the words, I will have them read a chart with
the words that we used for the letterbox lesson for review.
6.
You are going to read Time To
Sleep by Denise Fleming. You
will be assigned a buddy to read this story with so that you can help each other
if needed. (Group higher readers with lower readers).
Time To Sleep is about forest animals
and how they sleep in the winter time.
For you to find out the animals that are in this story and how they sleep
in the winter you will have to read the story.
When you finish reading the story, you may use your pencil and reading
learning log (filled with primary paper) to write down words that are in the
text that represent the /E/ using the graphemes ee.
I will be monitoring reading and writing while you work, so when I am
beside you please just continue your reading or writing. I will have students
read words aloud to the group that they found in the text that use ee for /E/.
7.
Assessment: [Worksheets and
pencils] Children will complete the "What do you see?" worksheet.
They are to read the word list and circle the words that sound like the
same long vowel you hear in tree.
This represents ee=/E/. Students will be observed during letterbox lesson for
understanding and noted on anecdotal records for reading and application of ee=/E/
in letterbox lesson. I will monitor
for participation in reading the words aloud with the group and make notes
accordingly.
Reference:
Murray, B.A., & Lesniak, T. (1999). The letterbox lesson: A hands-on
approach for
teaching and decoding. The
Fleming,
Denise. Time to Sleep. New York,
Henry Holt and Company, Inc. c1997. unpaged.
York, Lyndsay.
Meet Lee, the Sleepy Bee. Openings,
2003.
http://www.auburn.edu/academic/education/reading_genie/openings/yorkbr.html
Assessment
Worksheet:
http://www.free-phonics-worksheets.com/html/phonics_worksheet_v2-03.html