Help the E out!
Rationale: It is important
for beginning readers to become aware of phonemes in words in order to
know the sounds each letter makes. A phoneme is the
vocal gesture found in spoken words. The most
difficult phonemes for children to recognize are vowels. This
lesson will provide practice in spelling and reading the vowel e = /e/.
erase board, markers for board, sentence strip with tongue twister on
it (Every egg is on the bed), primary paper, pencils, a copy of the
decodable book, Pen Pals, for every student, Elkonin boxes for
every student, letter manipulatives for every student (e, d, b , t, n, c, k , x, p, l, r),
Elkonin boxes with magnets on back to put on board, letter
manipulatives with velcro and magnets to put on board (e, d, b, t, n ,c, k, x, p, l, r)
- I would
introduce the lesson by saying, “Today we are going to do a letterbox
lesson. The letterboxes will help us see the
different sounds in words and the spellings are maps of those sounds.
When you learn the secret code of the way words are written
then it will become easier to read and remember words. So, now we are
going to learn the short vowel e. The e makes the /e/ sound. For
example, here is the word pet (spell pet in the three
letterboxes on the board). This words makes the /e/ sound like a creaky
door when it opens, /e/ (do the hand motion with the sounds). Think
about the way your mouth moves when you say /e/. Can you make your
mouth move when you say /e/, like a creaky door? Good
- Introduce the
tongue twister. Hold up the tongue twister on a
sentence strip. “Okay, I am going to read the
sentence once and then I want you to read it with me. Every
egg is on the bed. Great job! Now,
I want you to do the hand motions as we make the creaky door sound,
remember to drag out that /e/ sound. Eeevery
eeegg is on the beeed. Way to go!
- Ask the students
questions about which words have the /e/ in spoken words. I
am going to read you two words and I want you to tell me which words
have the /e/ sound in it. For example, do you hear
/e/ in bed or mat? bed, good job! Let’s
start. Do you hear /e/ in red or black? let or stop? sled or car? dog or pet? Good job!
- “Now I want you
to get out your boxes and letter. We are going to
spell some words. Remember only one mouth move goes
in each box.” I will first model how to put each
letter sound in the box and then give the students different words to
put practice on their own. “Okay, for the word /p/
/e/ /n/ I am going to put each letter/sound, mouth move, in one
letterbox. Now I want you to try it.” 2-[Ed], 3-[bed, neck, ten] 4-[next, tent], 5-[slept, blend, crept]. Remember
to put each word with a sentence. Monitor the students to make sure
they are putting the correct letters in the boxes. If
they spell the word wrong repeat it the way they spelled it and see if
they can correct it on their own. If not then
provide the word by modeling an explaining the correct spelling.
- Put the words
from the letterbox lesson one at time on the board and have them read
each word. If the students are struggling with the
word model for the students how to read the word on the board.
“For the word ten, I first would start with /e/, then add
the /t//e/-/te/, and finally add the end of the word /te/n/- /ten/.”
- “You are doing a
great job! Now, we are going to read a book and
listen for the /e/ sound. We are going to read Pen
Pals. Let me tell you a little about it:
Baby Ben is in the pen and calls for his pet, Ted.
But Ted cannot get in the pen and Ben cannot get out.
They both yell for Dad. Will Dad be able
to help Ben and Ted?” Put the students in partners
and have them take turns reading the book to each other.
- Tell each
student to write about a time when they have been in trouble and needed
help. Once they have finished I will check them and
point out the words that have the /e/ sound.
Assessment: I will have
the children recognize the /e/ sounds in the message they wrote.
I will also have them read the first four pages of Pen Pals
in order to see if they are able to identify the /e/ sound. I
will record their results with a running record.
Murray, B.A., and Lesniak, T. (1999) The
Letterbox Lesson: A hands-on approach for teaching
decoding. The Reading Teacher, 52, 644-656.
Pen Pals. Educational Insights.
Boggs, Adrienne. http://www.auburn.edu/rdggenie/begin/boggsbr.html.
“E’s are E-E-E Excellent.”
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