Eddy the Elf Fetched the Egg
Rationale: It is important for children to know their short vowel sounds. This lesson will teach the short e= /e/. They will learn the creaky door opening makes the /e/ sound. After the lesson they will have spelled and read words containing the e=/e/ through reading a decodable book and doing a Letterbox lesson.
Poster with the creaky door imagine
Also on that poster will the tongue tickler: Eddy the Elf Fetched the Eggs
A cover up critter for each student: this will be a popsicle stick, colored with glued on eyes
Enough Letterboxes for each child and one for the teacher to model with, letters tiles for each student and the ones for the teacher (e, g, g, b, n, d, s, t, r, s, s)
Poster or flash cards with the words for students to read after letterbox lesson
Book for each student to read Red Gets Fed; Carson, CA. Educational Insights. 1990. Pp.1-9.
1. For us to be great readers we have to learn the code that tells us how to pronounce words. Write an e on the board; ask if anyone knows what the letter is, and if they know the sound that it makes. Model the creaky door opening while stretching out the /e/ sound. Now you try.
2. Now we are going to talk about the tongue tickler. I will read it first for you, then we are going to read it together. Eddy the Elf Fetched the Egg. Now you say it. Now we are going to read it again stretching out with /e/ sound in each word while making the creaky door motion.
3. Now I will ask the students different words to see if they can hear the short /e/ in each word. I will model the first one for them. Do you hear the /e/ in… or…? Blend of dog? Egg or bad? Ed or cup? Leg or lag?
4. Now we are going to do a letterbox lesson. I will pass out all the letter tiles you will need to spell the words. Let me model how to use the letterboxes for you; I am going to spell strength. I have six boxes because strength has six phonemes. Let me think about the word str-eng-th. In the first box I am going to put s because I hear /s/, next I hear /t/. I still hear rength. /r/ goes in the next box, and then /e/. Now this is where the word is gets a little tough. I hear /ng/, so let me put that in a box. I now just hear /th/, so that goes in my last box. With each word, I will pronounce it and use it in a sentence then you will spell it using one box for each phoneme of the word. We are going to start with an easy one, and I will walk you through the steps. You will need two boxes for the first word. It is egg; I had an egg for breakfast this morning. The next one you will need three boxes. It is cat; I have a cat at home. The next one will need four boxes; the word is bend. If you bend the stick, will it break? This word will need five boxes. The word is stress. I will not stress about school.
5. Now will are going to read the words you have just spelled, but first I am going to model how to read a tough word. Display the word for class; this word is crept. At this time the class will go through and read the words they previously spelled from the poster.
6. At this time I will pass out the book, Red Gets Fed to each student. I will give a book talk. During the book Red is trying to get his breakfast, but everyone in the house is still sleeping. He tries to wake multiple family members. Do you think Red every gets his meal? At this time we will pair off and read the book. I will walk around, help the students if needed, and make sure they stay on task.
7. Now I will pass out a worksheet for the students to complete. It will include pictures for the students to pick from that have the short /e/ sound in their names. After that I will collect the worksheets to grade.
Red Gets Fed. Carson, CA. Educational Insights. 1990. Pp.1-9.
Godbee, Amanda. "Eh? Did you say Elephant?" http://www.auburn.edu/academic/education/reading_genie/solutions/godbeebr.htm
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