Eeee! Those are Mean Geese!
Beginning Reading
Rationale:
This is for an emergent reader in the full
alphabetic phase. This lesson teaches the ea=/E/ correspondence.
Children must be able to decode in order to read; they must be
able to recognize spellings to understand pronunciations. In this
lesson, students will learn to recognize and read the ea=/E/ correspondence. They
will learn a meaningful representation (EEEE a mouse!), they will
spell and read words containing this correspondence using a
Letterbox lesson, and read a decodable book that focuses on the ea=/E/ correspondence.
Materials:
Primary paper
Pencils
Cover-up critter
Graphic image of a mouse.
Smart board or document camera
Elkonin boxes for modeling
Elkonin boxes for each student
Letter manipulatives to model
Letter manipulatives for each students (Letters
needed: a,b,c,e,h,m,n,p,t)
List of spelling words on poster or whiteboard:
eat, mean, team, bean, cheap, stream
Decodable text: The Mean Geese
Assessment worksheet
Procedures:
Explanation
Say: We have a few tricks and skills to pronounce words in order to become talented readers! We have learned short vowel words with e such as egg. Today we will learn about E. When I say E, I want you to think of seeing a mouse! *Show graphic image.* Put your hands on your cheeks like this *model* and say EEEE, a mouse! Now, do it with me. *Hands on cheeks* EEEE, a mouse! Some sounds can be spelled in different ways. Today, we are looking at ea. Ea says E. *Write ea on the white board*. ea= /E/.
Review
Say: Before we learn how to spell /E/,we need to learn how
to listen for it in some words. When I listen for /E/ in words, I hear it
say its name /E/, and
my lips stretch back a little like this *make your mouth make an E shape* Let me show
you: team. I heard e say
its name and my lips moved back. There is a long e in team. Now, let me
see if there is a long e
in lead. I don’t hear e say
its name. Now it is your turn! If
you hear e say
its name, say EEEE, a mouse! If you do not hear it, say that’s not
it. Is it in lean, peg, know, tool, seem, or egg?
Model
Say: Let’s take a look at the Letterboxes! What if
I want to spell the word team? “My favorite team won the game
Saturday!” A team is a group of people, like a baseball team.
First, I need to know how many phonemes are in team. I am going to
streeetch it out and count, like this: /t/ /ea/ /m/. I need 3
boxes. I heard the E
right before t, so I
need to put ea in the
second box because ea
makes e say its name.
The word starts with /t/,
so I need an t. I will
put it in the first box. Ok, so I have /t/ /ea/ … Team, ttteeeeaaaammmm. It ends
in /m/. I need an m. I will put m in the last box.
Now, I’ll show you how I would read a tough word
[display word poster with stream
at the top and model reading the word]. I am going to start with ea; that part says /E/. Now I’m going to
put the beginning letters with it: s-t-r-ea, /strE/. Now I’ll put
the last sound together with that chunk. /strEm/. Oh! Like I
floated down the stream!
Activity
Say: Now it is your turn! I want you to spell some
words using the Letterboxes. We are going to start out with eat. We will have two
boxes because eat has
2 phonemes. Eat: “I will eat breakfast before school.” What should
go in the first box? [Respond]. E with a
makes e say its name.
What about the second box? Eeeeaaaattttt,
/t/. [Respond]. I will
walk by and check your spelling! [Check spelling]. You’ll need
three boxes for the next word. Listen for e to say its name!
Remember e with a makes e say its name.
Here is the word: mean;
my brother was mean to me, mean. [Students spell
the remaining words: team, bean, cheap, stream].
Say: Now I want you all to read the words you just
spelled! [Students read words together as a group; then call on
individual students to read one word on the list until everyone
has read].
Reading
Whole Text
Say: You have done a FABULOUS job reading words
with our new spelling /E/=ea.
Now we are going to read a book called, The Mean Geese. This is
a story is about a cat named Scat who went to a stream. While she
was there, some mean geese stopped at the stream; they were mean,
and Scat became scared. Let’s pair up and take turns reading The Mean Geese to find
out what happens to Scat! [Students will pair up and take turns
reading alternate pages while the teacher monitors. After paired
reading, class reads The
Mean Geese aloud; discuss the plot.]
Assessment
Say: Before we finish up with today’s lesson about
ea= /E/, which is only
one way to spell /E/,
I want to see how you can solve a reading problem. I have a
worksheet for us! Not fun, huh? Oh but this one is! You have to
solve the mystery of the missing word!!! Look into the boxes and
see which ea word fits
best into the short story. Try
to read all the words in the box, and then fill in the spaces. I
want you to check your answers! Reread and make sure your answers
make sense. [Collect worksheets]
Resources
Assessment
worksheet:
http://www.free-phonics-worksheets.com/html/phonics_worksheet_v2-04.html
Murray, G. (2004). The
Mean Goose. Reading Genie.
http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Geri Murray, “Oh, I didn’t know”: