Amy Turner
Emergent Literacy

Let’s Rock

Rationale: Children need to understand that letters stand for phonemes and spellings map out phonemes in spoken words before they can read and spell words.  Before children can understand that letters stand for phonemes, they have to recognize phonemes.  Short vowels are probably the toughest phonemes to recognize.  This lesson will help children to identify /e/ (short e) one of the short vowels.  They will learn to recognize /e/ in spoken words by learning a meaningful representation and a letter symbol, and then practice finding /e/ in words.

Materials: Primary paper and pencil; chart with “Ed’s elephant went to rest in bed.”; set of cards with e on one side and ? on the other; drawing paper and crayons; Red gets Fed; picture page with pen, desk, hat, test, map, bat, rent, chest, pet, and wet.

Procedures: 1. Introduce the lesson by explaining that the mouth moves that we make as we say words is the tricky part of learning words.  Today we’re going to work on spotting the mouth move /e/.  /e/ sometimes start at the end of a word but sometimes it can be found in the middle of a word.

2.Ask students: Have you ever heard a rocking chair that sounds like /e/? That’s the mouth move we’re looking for in words. Lets pretend that we are a rocking chair and say /e/.

3. Let’s try a tongue twister (on chart)  “Ed’s elephant went to rest in bed.  Everybody say it three times together.  Now say it again, and this time, stretch the /e/ in the words.  “Eeeed’s Eeeeeelephant weeeeeent to reeeeest in beeeeeed.” Try it again, and this time break it off the word: “/e/d’s /e/lephant w/e/nt to r/e/st in b/e/d.” Great job.

4. (Have students take out primary paper and pencil) We can use letter e to spell /e/.  Let’s write it. I will write it once for the students talking my way through writing the E.  I will say, “Begin between the fence and the sidewalk.  Move your pencil to the right and then curve up and to the fence and curve all the way back down to just above the sidewalk”.

5. Ask students a few questions.  Do you hear /e/ in speak or tell? Pen or paper? Then or now? Send or write? Rent or buy? Let’s see if you can spot the mouth move /e/ in some words.  Show me e if you hear /e/ and the question mark if you don’t (give words one by one) pet, leg, show, he, fed, step, pest, lock, mop, bat.

6. I will read Red gets Fed and we will talk about the story.  Read it again, and have students raise their hands when they hear words with /e/. List their words on the board.  Then have each student draw a pet and write a story about it using inventive spelling.

7. For assessment, distribute the picture page and help students name each picture.  Ask each student to circle the pictures whose names have /e/.

Reference:
The Genie Website; http://www.auburn.edu/rdggenie/fluency.html

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