When is Ed Fed?


Ed


Beginning Reader Lesson Plan

By:  Jenna Sumlin

 

 

∙Rationale:  For children to become better readers they must learn how to decode words and understand how different vocal gestures represent different letters or phonemes. This lesson will help students learn the correspondence e = /e/ by showing them the vocal gesture that is made when we make the /e/ sound.  They will also learn what the letter e looks like and how to decide if the /e/ sound is in a word.

∙Materials: 

-       Ed (a sock puppet that looks like a dog)

-       Paper dog biscuits

-       Index cards with pictures drawn on each one to represent the following words:  fed, sad, slept, slap, dig, dress, set, sat, big, beg, fled, flop

-       Letterboxes that fold out into five squares- one set for each student

-       Individual letters for each student: e,d,p,t,r,s,l

-       A copy of the Rookie Reader book A Pet for Pat for each student

-       Primary paper and pencils (for each student)

-       List of pseudowords for teacher  (sed, effed, teck, chep, esk, lep, desp, ebs)

-       Chalkboard

-       Chalk

-       Overhead projector

-       Overhead letterboxes

-       Overhead letters

∙Procedure:

1) Introduce the lesson by writing the letter e on the chalkboard.  “Can anyone tell me what letter this is?  Now here’s a tougher question.  Does anyone know what sound the letter e makes?  Well, the letter ‘e’ makes a sound like a creaky door.  You can hear the /e/ sound in P-e-e-e-e-e-e-t (Model the opening of a creaky door when you are stretching out the /e/ sound).  Let’s all try saying the word pet and pretend like we are opening a creaky door when we hear the /e/ sound.”

 

2)”Have you ever had a pet?  Well, this is my dog Ed.  Ed is going to help us learn the /e/ sound today.  When Ed’s mouth opens to the side he is saying the /e/ sound.  Let’s all say this tongue twister together.  While we are saying it let’s think about the way our mouth moves when we say the /e/ sound.  I will model it for you first and then we will do it together.  Ed led Ned’s pet to every vet.  Now let’s do it together!”

 

3)“Let’s say the tongues twister again, but this time let’s stretch out the /e/ sound.  Each time we hear the /e/ sound Ed’s mouth will open sideways and I will give his a doggie biscuit to eat.  Whenever you hear the /e/ sound I want you to do your “creaky door” motion.  Eeeed leeed Neeed’s peeet to the veeet.  Good job!”

 

4) “Now I want to see if you can pick out the /e/ sound in spoken words.  I am going to hold up two cards with one picture on each card.  I want one of you to tell me which one has the /e/ sound in it.”  Hold up the pictures fed & sad and say the word of each.  “Can anyone tell me which one has the /e/ sound in it?  Fed is right!  Very good!”  Repeat this with the rest of the word pairs (slept/ slap, dig/ dress, set/sat, big/ beg, fled/ flop)

 

5) Give each student a set of letterboxes and the lower case letter to use with them.  Make sure each student has the letters e,d,p,t,r,s,l.  “Now we are going to use our letterboxes to spell out some words.  Now remember that each box represents one and only one mouth move.  I will show you an example and then I want you to do them on your own when I say the word.  When I say /s/ /e/ /t/ each letter/ sound goes in one letter box (model this on the overhead projector).  See how I used one box for each of the three sounds.  It’s your turn to try on your own now.”  Call out each of these words one at a time, allowing the students enough time to complete each word:  Ed, pet, red, rest, sped, slept).  Walk around and monitor the students as they do this activity to see how each student understands the concept.  After each word, model the correct spelling on the overhead projector and then move on to the next word.  After the students have  spelled all the words  spell the words on the projector without the letterboxes and have the students read the words out loud as a class.

 

6) Introduce the book A Pet for Pat.  “It’s time to read a really fun book that is going to help us learn the /e/ sound.  The book is called A Pet for Pat. 

 

  Book Talk:  “Pat wanted a dog soooo bad.  But, when he got his new pet he realized it was going to take a lot of hard work to take care of it.  Pat has to feed his pet and bathe his pet and all sorts of stuff.  Do you think Pat will be able to handle it?  Let’s read and see!”

 

7) Give each student a copy of the book and say, “I want everyone to read the book all by yourself.  When you are done I want you to get with a buddy and read the book to each other.” 

 

8)          Once everyone is done reading have them write a message about what they would name Pat’s dog and why.

 

∙Assessment:  While the students are writing their message call them up individually to have them read the list of pseudowords.  This will allow you to assess their ability to recognize the /e/ sound and the letter e.

∙Resources:

Boggs, Adrienne.  http://www.auburn.edu/rdggenie/begin/boggsbr.html.  “E’s are E-E-E-Excellent.”

 

Choron, Anna. http://www.auburn.edu/rdggenie/begin/choronbr.html. Siiiiiily Sid.”

 

Murray, B.a., and Lesniak, t. (1999) The Letterbox Lesson:  A hand on approach for teaching decoding.  The Reading Teacher, 52, 644-650.

 

Snow, Pegeen.  A Pet for Pat.  Regensteiner Publishing Enterprises, Inc. Canada, 1984. 


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