Emergent
Literacy
E-mail:
Carrie Sluder
Rationale:
To
become readerβs children must
understand the concept of our alphabet.
An understanding of the alphabet entails knowledge that letters
are
representations of phonemes and the spelling of a word maps out the
phonemes from
oral language. Before children can understand
the correlation between phonemes in spoken works and their
corresponding
letters or mappings the student must first be able to recognize
phonemes in
their oral contexts. Short vowels which
do not carry the Ξletter-nameβ are some of the most difficult phonemes
for
students to identify. My lesson will
address the short vowel e. The students
will be able to identify /e/ in spoken words.
A correlating letter symbol and several meaningful
representations, and
practice finding the /e/ in its spoken environment will facilitate this
knowledge.
Materials:
Primary
paper, pencils, Peg the Hen
book available
from starfall.com,
sheet/chart paper
Procedures:
Introduce
the lesson
by explaining that our written language is a secret code and in order
to crack
the code we need to learn what letter stand for the mouth moves we make
when we
speak. Today we are going to look for
the mouth move /e/. /e/ is found in many
words but sometimes it's difficult to find but as we practice we will
become
experts at spotting /e/ in lots of different words.
Ask
the students:
Have you ever heard anyone go /e/ (make the "I can't hear you" motion
by
cupping your hand around your ear) because they could not hear
something? This is the mouth move we are looking
for in
words today. Let's practice! Turn
toward you neighbor and act like you
can't hear them and go /e/. Now let's
try spotting /e/ in a word. We'll use
the word red. You
have to stretch the
word out as you say it. Re-e-e-e-ed. Try it with me: re-e-e-ed. Did you hear the /e/ in the middle of the
word?
Let's
try a tongue
twister: From the chart read "Ed the elephant saw Eddie the Eskimo
enter the
elevator." Everybody say it three times
together. Let's say it again, but this
time stretch the /e/ at the beginning of the word. Eeeed the eeelephant
saw Eeeeddie the
eeeeskimo eeeenter
the eeeelevator.
This time try to break it off the word. /e/ d the /e/ lephant saw
/e/ ddie
the /e/ skimo /e/ nter
the
/e/ levator.
Have
students take
out their primary paper and a pencil.
Tell them that we can use the letter e to spell the mouth move /e/. The letter e
is close to the letter c. To write an e
we will draw a line in the knee
area then just like c we will
ride the broken rollercoaster around the
loop. Model this for the class. Have
everyone practice writing an e on their
paper. Tell then you want to see all
their wonderful e's. After
you have put a sticker on their e
tell
them you want them to make nine more just like it. Be
sure to remind/enforce that when you see
the letter e all by itself in
a word that is your signal to say /e/.
Spotting
the mouth
move: Call on students to choose the word where they here /e/ and ask
them to
explain how they knew which word to choose.
Do you hear /e/ in ten
or five?
Then or now? Wren or bird? Leg or arm?
Tell or ask? Now
let's see if you
can spot the mouth move in our Elephant Ed
sentences. If you hear /e/ in a word
make the "I Can't Hear You" motion. Read
the whole sentence then give words one by one. Elephant
Ed says: Nell is swell
because she can spell. Elephant Ed says:
Read
Peg the Hen and
discuss the story. Re-read it again
slowly and have students do the "I Can't Hear You" motion when they
hear words
with the /e/ sound. List the words on
the board. When finished reading review
them. Give each student a large sheet of
paper and have them illustrate their favorite, funniest·.. part
of the story and write about it using invented spelling.
Either have them
share their work with the class or display it on the wall.
Assessment: Give the children a page with pictures and
identify each picture. Ask the students
to write the letter e below the pictures whose name contain
/e/.
References:
The
www.nifl.gov/nifl/partnershipforreading/publications/
www.readskill.com
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