Beginning Reading
Kristen Britton
Ellen’s
Elephants
Beginning
Reading
Kristen Britton
Rationale:
It is
very important that
beginning readers understand that words are made up of individual
sounds,
phonemes, that are put together, and that these sounds are put into
print by
letters, graphemes. This lesson will
help students understand that the letter e=/e/ in spoken language.
Materials:
Letter
blocks and Elkonin boxes for students (f, a, t, h, o, p, b,
e, d, f, s,
k, i, p, m, n)
Overhead
Elkonin boxes and letter blocks
Class
set of Red Gets Fed
Sentence
strip with tongue twister
List
of words, some with /e/ and some without
Procedure:
1.
Introduce the lesson:
"Today
we are going to learn about the sound that short e makes.
It sounds like this /e/. Let’s try
making it /e/. It sounds like the sound
made by an old creaky door, /e/ (eeeeeh). Great
job!”
2.
Introduce the tongue twister to the students.
Read
the tongue twister aloud to the class once by yourself.
“Eleven extra elephants, exclaimed
Ellen!” Then have the class practice
saying
it with you a few times to practice e=/e/.
3.
Using the overhead and the letter manipulatives, ask the students to
name the
words that have the /e/ sound in them and model the way to sound out
the sounds
in the words to the class. Ask students if they can decide which words
have the
/e/ sound out of a list. Fat,
hop, bed, fed, skip, pet, man. If the
class decides that it has the /e/
sound ask them to stretch it out. Model
for them with the word, met.
4.
"Now I want everyone to get out your boxes and letters and we are going
to
practice a few words." Have the students leave their letters on their
boards and then check the spelling. Start with three phoneme words, and
then
move to four and five phonemes. (3 phonemes)
pet, fed, met, bed (4
phonemes) send, rent, pest, sled
(5 phonemes): trend, slept,
stress
5. With the book Red Gets Fed, get into small groups or
partners with
children and have the students read the book aloud. Have them write
down every
/e/ word they see on the pages. Discuss
the words afterwards and explain why or why they aren’t /e/=e.
Assessment:
For an
assessment, you can have a picture sheet with lots of different
pictures using
different sounds and have the students circle the pictures with the /e/
sound
in their name. For example, bed, lion, giraffe, hat, elephant, exit,
box,
etc.
References:
Adams
Apples by Jillian Wyatt http://www.auburn.edu/rdggenie/innov/wyattbr.html
“Aaaah”
Says the Doc by Mariel D. Hall http://www.auburn.edu/rdggenie/connect/hallbr.html