Frying Eggs with /e/!
Rationale: In order for children to become successful readers, they must first be able to recognize and understand phonemes and corresponding letters. In this lesson, students will learn the phoneme e=/e/ through letterbox learning, reading, and a final assessment. By the end of the lesson, students will be familiar with spoken words that contain /e/ (short e).
-Letterboxes for every student
-Letter box tiles (e, r, d, b, t, g, c, k, n, s, f, l, c, p)
-A picture of an egg to display to the class as they say /e/
-Decodable book Red Gets Fed by Sheila Cushman (enough for every student)
-Worksheet (URL at the bottom of the page)
1.) The lesson will start with asking the students how many of you like to eat eggs for breakfast? (Hold up the picture of the egg as you ask). Let’s say the word egg together. “Egg.” The /e/ mouth move is the one we will be focusing on. Let’s pretend that we’re frying our egg for breakfast. As we flip our egg, let’s say egg together 4 times. “Egg, egg, egg, egg.” Now let’s do it again, except this time I want you to really stretch out the /e/. “Eeeeeeg, eeeeegg, eeeeegg, eeeeegg.” Notice how your mouth moves when you say this sound. We open our mouths most of the way, and our tongue is touching the bottom of our teeth.
2.) Now introduce a tongue twister with /e/ to students. “Everybody saw Eddie and the Eskimo enter the elevator on the elephant.” Have students say it normal the first time, but then have them stretch it out the second time. “Eeeeeeeverybody saw Eeeeeeddie and the Eeeeeskimo eeeeeenter the eeeeeelevator on the eeeeeelephant.
3.) Now let’s practice looking for the /e/ sound in words. Say these words aloud to the class and have them hold up a 1 or 2 on their fingers. “Do you hear /e/ in RED or RAP? FRIEND or FADE? EGG or GOT? HAVE or GET? DECK or GAME? HIM or HEN? Make sure every student is understanding and answering them correctly.
4.) Now that we’ve learned how to pick out the /e/ sound in words, let’s get out our letter boxes and lay them flat on our desks. Now, line up your letter tiles neatly across your desks so you can find them easily. Before students get started, model to them on the board how to spell the word deck. (Three letter boxes- d, e, and ck in a box together). Then, have students begin to spell words independently at their desks. [3- red, bet, beg, peck 4- nest, send, felt, cent 5-spend] When students think they have the right answer, they should quietly raise their hand until you can come by and check. After you’ve gone through all the words and the students have spelled them correctly, write the words on the board and have the students read them out loud for review.
5.) Give a book talk for Red Gets Fed. Red is Meg’s dog. Red begs and begs. He begs Meg while she is trying to sleep. Will Red get Meg to wake up and feed him? You’ll have to read the rest to find out! Now have students read the book with a partner. Once they’ve done so, reread the book together as a class. As you all read, when students hear the /e/ sound, have them quietly raise their hand.
6.) Assessment: students will complete a worksheet where they have to match the pictures with the correct short /e/ words.
Short /e/ worksheet: http://www.enchantedlearning.com/alphabet/matchwordsandpix/shorte/
The Reading Genie. Alex Howard. “Say /o/ for the doctor.” http://www.auburn.edu/academic/education/reading_genie/invitations/howardbr.htm
Cushman, Sheila. Red Gets Fed. Educational Insights: China, 1990. Print.
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