"Ehh, what did you say?"

Beginning Reader


 Maci Miller

 

Rationale: In order to become better readers and decoders, children need to understand that letters represent vocal gestures or phonemes. We also want to teach our students the shape of each letter. Short vowels are probably the toughest phonemes to identify. This lesson plan will help students to identify the correspondence e=/e/ by recognizing the sound of our elderly lady saying, "ehh" and seeing the shape of the letter.

 

Materials:

Writing paper

Pencil

Letter Boxes

Tiles: t,e,n,c,k,w,t,s,p,

Words (ten, neck, pen and spent)

Tongue Twister: Eddie my elderly red dog slept in his pen.

A copy of book Pen Pals, Cushman, S (1990) for each student

Picture of Grandma holding her ear with the letter e (reading genie website)

Picture cards for assessment

Dry erase markers

 

 Procedure:

1. Today we are going to learn about what sound the letter e makes. When reading we want to recognize our letters and sounds. The letter e makes the /e/ sound.  Say it with me, "ehh."  Good job!  Do you know a word that has the /e/ sound in it?  Bed has the /e/ sound in it. B-/e/-D. Great job!

2. Now let's practice how to write an e. When I write my e, I place my pencil on the center of the space below the fence, go toward the door (right), up to touch the fence, then around and up like you are making a little c. Let's try it together, line and c. Great job! I want to see everyone's e's on their paper!

3. When reading we want to recognize our letters and sounds. Can you think about when you are confused and you say out loud, Ehhh? What did you say? This is the sound the letter /e/ makes. Let's say it together but when you say it cuff your hand around your ear. Let's try it, Ehh? Let's look at our picture of grandma, see how she says ehh? So now every time you hear or see /e/ you can do this too.

4. Now I am going to say a sentence, and when you hear the /e/ sound I want you to cuff your hand over your ear and say the ehh, like your confused? Okay, let's try it Tounge Twister: Eddie my elderly red dog slept in his pen. Good Job! Now I want you to say it with me one more time and stretch out the /e/ sound in each word. /E/ddie my /e/lderly r/e/d dog w/e/nt sl/e/pt in his p/e/n. Great, good job!

5. Now I am going to say some words and I want you to tell me which word you hear /e/ in.  Pen or box?  Paper or pencil?  Bed or house?  Web or box? Hen or chick? Great job!  Now let's look at some words and I want you to tell me if they have /e/ in them.  Red or brown? Hen or animal?  Thank you for working so hard! 

6. Now get your letterbox and tiles out. I'm going to model how I use my letter box, our first word is going to be "went."  It will need four boxes.  The first sound I hear is /w/ so I am going to put  in w the first box.  Can you see and hear that?  The second sound I hear is /e/ so what letter do you think we should put there?  (cuff your ear, Ehh) That's correct!  We put e in the second box.  Now I hear the /n/ sound so I will put n in the third box. And lastly, I hear d, this will go into the last box.  Now I want everyone to practice doing what I just did.  I will tell you how many letterboxes you will need for each word.  I will help you when needed, (their words will be: ten, neck, pen and spent).  I will help as needed.  After they have spelled the words I will give each student a list with those same words on them.  I will have them read these words and try to put them into a sentence.

7. We will read the book, "Pen Pals" and I will introduce with a book talk. Book talk: Ben is a baby boy that is in his pen.  He starts yelling for his pet named Ted.  Ben is stuck in his pen and Ted, his pet, cannot get in.  They both are very upset so Ben cries for his dad. Do you want to see if the dad can get Ted in the pen? I wonder how he is going to do that! Let's read to find out. The students will read in pair's out loud. They will be reading for practice because they will be called up by pairs to read the text to the teacher.  

Assessment: I will assess on the students accuracy and comprehension of the text when they come up and read to me.

 

Reference:

http://www.auburn.edu/academic/education/reading_genie/encounters/cadrettebr.html

Mallory Cadrette- Encounters

 

http://www.auburn.edu/academic/education/reading_genie Reading genie Site

 

http://www.auburn.edu/academic/education/reading_genie/sightings/flemingbr.html-

Mandy Flemming- Sightening

 

"Pen Pals" Cushman, S (1990)

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