“Creaky Door e”
Beginning Reading
Lesson Design
Rationale: This
lesson will help beginning readers to learn to spell and
read words. They will learn to recognize e = /e/ in written and
spoken
words. They will learn a meaningful representation and practice
spelling
and reading words with e = /e/ using a letterbox lesson. Also,
they will
read along with the class and finally be assessed.
Materials:
Class set and teacher copy of “Red
Gets Fed”
Letterboxes: set of 3, 4, 5 for
each student and teacher
Letterbox letters for each student
and teacher: b, d, e, f, h, l, n, p, r,
s, t, t, w
Overhead
Projector (for teacher to model letterbox lesson)
Chart with tongue twister: Everybody
saw Eddie and the Eskimo enter
the elevator on the elephant.
Primary writing paper and pencils
Worksheet (pictures of two
choices, which one has the e = /e/ sound in it: egg or bowl, bed or door, elephant or horse, elf or
sleigh)
Picture
of a door opening
Dry
erase markers and dry erase board
Procedures:
1. Begin by showing the students
the letter e on the overhead
projector. Can anyone tell me what letter
this is? Does anyone know what sound this letter makes? Very good! This
letter
sounds like a squeaky door. Now let’s look at this picture of an old
door
opening (place on overhead) and
imagine the sound it makes while opening. Model the sound for the
students
while stretching the e = /e/ sound out. Have the class repeat it after
me.
2. Show the students the chart
with the tongue twister on it. I am going to say this sentence out loud
(stretching out the e sound), and
then when I’m done I want everyone to follow along and say the sentence
with
me. When we hear the special e sound,
we are going to act like we’re opening an old door with our hands. Can
everyone
show me how you open a door? Great job! Let’s practice, remember to
listen for
the e = /e/ sound. Tongue Twister: Everybody
saw Eddie and the Eskimo enter the elevator on the elephant.
3. Next, I am going to
say some words and I want each of you
to listen for the special e sound in
the words. I will read both words and
then call on good listeners who raise their hands to tell me which word
has the
special sound in it.
Words: Bed
or Floor
Blue or Red
Car or Best
Head or Hair
Raise your hand if you can tell me
a word that has the e sound in it. I
will write the word on the board and we will say it as a class together.
4. We are now going to use our letterboxes
to practice spelling words with the e sound.
Everyone take out their letter boxes and all the lower case letters.
Watch me as I show an example of how to use our letter boxes. I have placed three boxes on the over head, so
this means
that there are going to be three sounds in my word. This also means
that our mouths
are only going to move three times to say this word. Here is the first
word….. bed.
Let's
see I hear /b/ first, what letter makes that sound? b. So b
goes in the first letter box. Next I hear the e sound so the
letter e
goes in my
second letterbox.
Last, I hear
d what letter makes that sound? d. Good job!
I want you to use
the letters you
have in front of you to spell the following words. Everyone open their
boxes to
three squares. The words are ten,
web, pen, red (I will say a sentence with each word
and place the word on the
overhead for everyone to check their spellings after giving
them sufficient
time after each word to spell). Next let’s try our four letter words:
bent,
test, help, sent. Last let’s try a big word with five
different sounds,
blend. Great job everyone on all of your spellings!
5. I am going to show you some of
the words that we spelled out in the boxes. I now want to see if you
can read
them to me. (Model the first one.) We are going to start with the e sound. Then we are going to add the r
sound. Now we have re. Finally let’s add the d sound. That spells red. I am going to
put some other words
up here one at a time and I want you to read them for me.
6. Introduce decodable text: “Red
Gets Fed.” Have you ever
had a pet that liked to beg to eat and get fed lots and
lots? Well in this book, Red the dog begs everyone in his family
for
food. Let's read to see if he gets fed. Have the
children
break up into groups to read “Red Gets Fed”. The students will take
turns
reading to each other while I walk around and listen to them read.
Watch each
child in the room read a page and take notes as they read. If I don’t get around to every child reading
since the book is so short, I may have to go around to those I didn’t
hear read
individually to note their ability.
7. Finally, we are going to write
a message about our pet named red. I want you to make up a sentence
about this
imaginary pet. Remember (model on overhead), this is how we write
our e. They can use inventive
spelling to write the words.
Assessment: As I go around hearing and noting miscues
of each student reading, I will be able to check each child’s reading
level by anecdotal
notes that I will collaborate throughout the semester to check reading
progress. The students will be given a
worksheet with
pictures on it, some containing the e = /e/ sound in them.
The goal will be to circle the picture that
contains this sound. After they have circled the picture they will
write the
word of the picture under it to practice writing the lowercase e.
After they have written the word on paper, they will then spell
the
words into their individual letterboxes.
Reference:
Cushman,
Sheila. Red Gets Fed.
Educational
Insights: Carson, CA. 1990.
DeNamur, Whitni. /e/
Says the Old Door.
http://www.auburn.edu/rdggenie/explor/denamurbr.html
Murray, Bruce. http://www.auburn.edu/rdggenie/letbox.html