Ehh!...What Did You Say?
Beginning Reading
Jessica Wallace
For a child to learn how to read and how to spell words, student have to learn letter are symbols that stands for phonemes, or vocal getures, and how to use those letter sound relationships to decode and recognize words. Adams says that students need to be able to decode unfamiliar words in order to become a skillful reader. Thoughout this lesson, students will learn the letter sound relationship e=/e/ and will learn to recognize some words that contain this correspondence. They will learn this correspondence by learning a meaningful representation of the letter symbol and practice finding /e/ in words.

  1. Primary paper and pencils
  2. Chalk and chalk board
  3. Class set of letterboxes and letters (f, e, d, p, t, b, l, h, s, s, r, n,a)
  4. Class set of the decodable book Red gets Fed.
  5. Poster with the tongue twister, Everybody saw Eddie and the Eskimo enter the elevator on the elephant, written on it
  6. Assessment-list of pseudo words (seg, geg, dest, geb, dez, slem, breg, sted, peds, sed)

  1. Begin by introducing to the students that letters are represented by a certain way they are written and by a certain sound. It is easier to learn to read if we can match letters to the vocal gestures that make. ãToday we are going to be learning about the /e/ sound. The letter E can make the /e/ sound in words. Can you make the /e/ sound?ä

  1. ãWhen you think about when your grandparents or someone older you know canât hear what you have said and they want you to repeat it. They put their hand cuped behind their ear and say Eeehhh, which makes the /e/ sound. Now I want you to do that with me. Cup your hand around your ear and make the /e/ sound. Eeehhh. Great Job. Yaâll are ready for some practice.

  1. Have a list of words to ask the students which ones they hear the /e/ sound in.
ãI am going to read two words and I want you to cup your hand behind your ear if you hear the /e/ sound . Do you hear /e/ in red or sat? beg or car, bake or help? Good work class!ä

  1. Since you have done such a great job finding the /e/ in those words lets work on a fun tongue twister. (I will bring out my poster and point to the words as a say them) This says ãEverybody saw Eddie and the Eskimo enter the elevator on the elephant.ä ãNow class say it with me, Everybody saw Eddie and the Eskimo enter the elevator on the elephant. Great job. Did yaâll hear /e/ in any of those words? Which ones? Thatâs great!....Okay now lets say it slower and everytime you hear the /e/ sound put your hand behind your hear. Lets see if we can find all the words with the /e/ sound. Eeeverybody saw Eeeddie and the Eeeeskimo eeenter the eeelvator on the eeelephant. Great work stretching that E sound out.

  1. Now we will start our letterbox lesson.
ãNow that we know now how to recognize the ÎEâ in a spoken word lets work on our spelling.ä Everyone get your letterboxs and your letters and remember from previous lessons that we are going to put each sound of the word into a different box. I will do the first word with your help. (I will draw 3 letterboxes on the board) Open your boxes to 3 boxes. Okay we are going to spell the word r-e-d. My favorite color is red. The first sound I hear is /r/. So I will put the r in the first box. The last sound I hear is /duh/. So I will put a d in the third box. Now what am I missing? Can anyone tell me? Yes your correct the vowel we just worked on that makes /e/, e. Great job! Now its your turn. I will call the word out and you will put it into the boxes. (Now I will call out words for 3 phonemes öfed, pet, bed, sat; 4 phonemes-help, nest, dress, slap; 5 phonemes-spend, slept, blast) After all the words are spelled then I will write each word on the board to be read. ãOkay now I am going to do the work for you will write the word on the board you are going to read the word to meä

  1. Pass out primary paper and pencils for everyone in the class. Now we are going to practice writing the letter E.
ãOkay boys and girls we can use the letter E to spell /e/. And we are going to practice how to write the letter E. I will show you on the board so eyes up here. Start at the rooftop and go down to the sidewalk to form a straight line. Then go back to the rooftop and come out to the right, go the fence and come out to the right, and go down to the sidewalk and go out to the right. That is the capital E. Now you try.ä (I will repeat the steps out loud as a go around the room and check on what the students are doing). ãI see some great Eâs around the room, now practice writing those Eâs until you complete that row. Now lets work on the lower case e. Once again I will show you how first and then you will try, so listen carefully. Get in the center of the space below the fence and draw a line to the right curve back up to the fence and draw around to the sidewalk and back up. Okay your turn. (the students will practice once with my help and then continue out the row.)

  1. Now I will pass each child the book Red gets Fed. Each will be given a partner to read with. The students will take turns reading a different page together as I was around the room to see how each group is doing. Then after reading the book I will ask some question about the plot. ã How many of yaâll have a pet that loves to eat off your plate. Well in this book Red is a dog and begs his family to feed him. Lets see if Red gets Fed.ä

  1. Then I will have the students write on their primary paper about their pet and if they donât have one, they will write about a pet they would want.

For an assessment, I will have the students read with me one-on-one. Then I will give them a sheet with 10 pseudo words with the /e/ sound to read. The words consist of (seg, geg, dest, geb, dez, slem, breg, sted, peds, sed) The must read each word accurately and will be scored out of 100, 10pts each.


Adams, Marilyn Jager. Beginning to Read: Thinking and Learning about Print. Illinois (1990) p. 44.

Red gets Fed, Carson, Education Insights Inc.

Icky-Sticky Mess by Ginny Bell

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