E-e-e-e, Shut That Creaky Door

Beginning Reader

Jennifer Wood

Rationale:
To learn to read children need to know that words are made up of letters. Each letter is represented by a phoneme, which is a sound followed with a "vocal gesture"
or the way your mouth moves. Every phoneme has a spelling, a grapheme, with it. I will give an example for the short e sound which is e = /e/. This is the phoneme
and grapheme we will be learning today. Students will learn how to recognize /e/ in spoken words by learning a meaningful name and they will practice finding words
with a /e/ vowel through reading books and in a word game.

Materials:
Primary paper and a pencil, a chart with the tongue twister, Ed asked, "Ted if he could get in the play pen with him?", a card labeled with e = /e/ for each child, cards
with the words: bed, ball, bat, wet, cat, get, pet, net, egg, sat, and pen for each child, a book, Pen Pals,  for each child, a worksheet divided in to squares with
pictures: ball and net, bed and chair, apple and egg, chicken and cow
 
 

Procedures:
1. I will introduce the lesson by explaining that writing is a secret code and that letters stand for our mouth moves we make as we say words. Today we are going to
learn the "vocal gesture" when we say /e/.
2. Ask students: Have you ever shut an old door? What sound do you hear? The door creaks. It makes the sound eeee! Can you hear the /e/ sound in eeee? Good.
Now everyone repeat that sound. Great Job. This is the sound we're looking for today. I'll show you how to hear the /e/ sound in Ed. I will stretch out the word Ed.
Listen for the /e/ sound. E-e-e-ed.  Did you hear it? Good. Now you stretch out the word. Great Job. You said the /e/ sound when a door creaks.
3. I am going to read this tongue twister on the chart. Ed asked, "Ted if he could get in the play pen with him?" Let's say it all together. Good Job. Let's say it one
more time, but this time stretch out /e/ in each of the words. "E-e-e-ed asked, T-e-e-ed if he could g-e-e-et in the play p-e-e-en with him?" Great Job. We will say
the tongue twister once more, but this time we will break off /e/ from the appropriate word: "/e/  d asked T  /e/  d if he could g  /e/  t in the play p  /e/  n with him?"
Great Job Everyone!
4. Students, now I want you to take out your primary paper and a pencil. When we are learning the /e/, we can match the sound with a lowercase vowel e. We are
going to practice writing the letter e. On your paper we will begin to write together. Start your pencil just below the middle of the fence where the cow would hit his
head, make a straight line, curve up with your pencil to the middle of the fence where the cow hits his head, and come around as the shape of a half circle and touch
the grass bringing your pencil up a little above the grass to a point. I am coming around to look at your e. Once I put a check by it, I want to make a row of e's just
like that one. Practice saying what I said when you write the letters. When you see this letter you should recognize /e/ sound that a creaky door makes.
5. Now we are going to play game. I am going to pass out a card with the letter e, which represents the sound of a creaky door. I am also going to pass out other
cards with various words. The cards will be face down. Before the game begins, I am going to pronounce these words and if you have any questions raise your hand.
I will model the pronunciation of the words. The first word is bed. I will say b  /e/  d. Children listen for  my "vocal gestures" as I speak. Listen closely for the sounds
you hear. I will say all of these words. When the game begins, each student flips a card over. The students say the word. If they hear the /e/ in the word then take the
card out of the pile. Repeat this step through all the cards. All the words will not make a /e/ sound. If the words do not have a short e then turn them back over. The
words are bed, ball, bat, wet, cat, get, pet, net, egg, sat, and pen.
6. Today students you will read Pen Pals. Read it once then we will talk about the story. Then read it again and spot the words with /e/. After everyone is finished we
will write the words on the board.
7. For the assessment, I am going to pass out a sheet divided into squares. In each square there are two pictures. Under each picture there is a word with a missing
letter. What letter did we learn today? Good. The letter missing in the word is the letter e. Look at both pictures figure out what they are and say their names. In
whichever object you hear the /e/ sound then look at the word below it. Fill in the letter e wherever it is needed. Write the e the way I taught you today. The pictures
will be: ball and net, bed and chair, apple and egg, chicken and cow.

References: AU, Pen Pals, Carson, Educational Insights, 1990 P.1-8
Lesson Reference: an original idea Reference to Dr. Murray's example
 
 
 
 
 
 
 
 
 
 

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