Rationale:
Children
can become fluent readers once they understand that letters
represent phonemes. A phoneme is a vocal gesture that can be
heard. Phonemes are defined as the vocal gestures that the child
hears. Next it is important for the student to realize that the
spelling of the word is determined by the order in which the phoneme
appears in the word. When children begin to become aware of
phonemes, reading begins to occur with more and more success. The
following lesson is designed to help children grasp the sound of the
short /e/ sound in words, we will use a motion and picture to identify
the phoneme.
Materials:
One Picture of a door opening for every child
One sheet of primary paper for each child.
A copy of Red Gets Fed.
A crayon or pencil for each child.
Worksheet with the following pictures on it for each child: egg, set,
tap, sell, rest, bet, pan, cash, and band
Procedure: 1.Begin
lesson by talking about how each letter has a certain mouth move.
Introduce the mouth move for /e/, sometimes it may be hard to remember
that e makes the /e/ sound but if we learn a motion to go with it it
helps us remember /e/.
2.Introduce
the lesson by; Have you ever heard a squeaky door? Then I will
ask them what the door normally sounds like? I guess that they
will say responses like /ee/ or /e/or “squeak”? I will then point out
the sound/e/ and let them know that is the sound that we will be
working with. I will give them the movement and the sound /e/ and
then let them do it with me a couple of times while showing them the
letter correspondence that goes along with the sound. I will then
give each child the sheet of paper with the opening door picture on it.
3.I
will go on with the lesson and let the students know that/e/ is a very
common sound we hear and sound we speak. I will give the students some
words off of the top of my head with /e/ in them and then in return, I
will ask them, Can you tell me any words where you hear /e/?I will let
the students give me some responses and then supply them with some if
they are not coming up with any. After that, I will tell them I
am going to read them something and I will have them hold up their
picture whenever they hear the creaky door /e/ sound. Example: “Miss
Apple had fun at the pet shop. Although there were no nice rabbits, the
clerk was very helpful”
4.Next
we’ll have a picture tongue twister. “Every egg at Eddie’s farm hatched
earlier than expected.” Then we will all say the tongue twister
together putting our hands up then down on words that begin with creaky
door /e/. We will then say the tongue twister dragging out each
/e/.
5.I’ll
tell the student’s, Since we’ve learned the letter e makes the /e/
sound how about we practice writing it so that we have no trouble
recognizing it in print. I will model how the students should
write their e. I will say, start with your pencil in the center and go
down to the sidewalk up toward the fence, touch the fence then loop
around to touch your line. I will model this several times and then I
will have the student’s practice this writing it ten times each. I will
walk around and monitor them finishing their e’s.
6.I
will read the book Red Gets Fed. I will tell the children to
listen carefully: Every time that I read a word with creaky door/e/. I
want them to hold up the door picture and put it down.
7.
To assess the student’s I will give them a sheet of paper were
the bottom half is blank so that they can draw something that they can
think of with the creaky door /e/ sound. On the top half of the
worksheet I will have two pictures per question where the children can
circle the picture that has the creaky door /e/ sound. Resources: -
“Cry Baby.”
Emergent Literacy Design: Cendy Burbic. Summer 2004. l
