When
is Ed Fed?
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
Snow,
Pegeen. A Pet for Pat.
Regensteiner Publishing Enterprises, Inc.
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