Figure It
Out With "Ehh?"
Beginning
Reading
Rationale:
One of the most important factors in predicting reading success
in students is
their ability to recognize phonemes. This lesson will teach the
letter e and
the phoneme /e/ with a gesture, tongue twister, and letterbox
lesson.
Materials:
Picture
with an old man
trying to hear to represent /e/
Strip with
tongue twister
written out: "Emmy the Eskimo ate eggs on the elevator."
Letterbox
strip for each
student
List of
words for
students to spell: Ed, egg, let, bed, mesh, lend.
Letter
tiles for each
student: e, d, g, g, l, t, b, m, s, h
Red Gets Fed
Primer
paper
Writing
utensils
List of
paired words for
evaluation
Procedure:
1.
Introduce the lesson.
"Class,
today we are going to learn a new sound." Write an e on the board. "This is the letter e. It
makes the /e/
sound, like in egg. Can every make that sound with me? Good!"
2.
Introduce the gesture that
goes with "e."
"Let's
think about the sound we make when we are trying to hear someone
better. We say
ehhh? Try this sound with me. Great job! Every time we make this
sound, lets
put our hand to our ear like we're trying to hear someone.
Repeat after me.
Ehhh? Now you go. Good!"
3.
Go
over
tongue twister. Model the sentence by reading it first and
then having the
students read it normally. The next time they read it, we will
add in the hand
gesture and the students will exaggerate the /e/ sound. "Now
I
am going to show you all a silly tongue twister for us to
practice our new
sound." Put up strip with "Emmy the Eskimo ate eggs on the
elevator."
Read strip for students and have them repeat. "Now watch me read
the
sentence and try to listen with our hand every time I hear the
/e/ sound.
Eeeemy the Eeeskimo ate eeegs on the eeelevator. Now you all
try. Don't forget
to use our hand motion!"
4.
Have
students
ready for letterbox when we start the lesson. Have model box
and
letters written on the board. Model the word "blend" on the
board.
Have students work their list of words, observing and
assisting when needed. "Okay
boys
and girls, we are going to do a letter box lesson similar to the
one we
did for the /a/ last week. First, watch me spell the word blend.
Bbbblllleeeeennndddd. First, I hear the /b/ sound so I will
place a "b"
in the first box. Next I hear /l/, then eeeee… oh, /e/, our new
sound today!
After that, I hear /n/ and /d/ [place letters in box as I am
talking]. Now you
all are going to try a few words." Before calling out each word,
have
students change the number of boxes on their letterboxes. After
I call out each
word, give students time to solve it in their boxes. Check each
word before
moving on. List of words: 2- [Ed]. 3- [egg, let, bed]. 4- [mesh,
lend]. Letters
for each student: e, d, g, g, l, t, b, m, s, h.
5.
After
we
finish the LBL, we will read Red Gets
Fed. "Okay boys and girls, now that we
can spell
and read some short e words, we are now going to read a book
with our new /e/
sound. This book is about a little puppy who really wants his
dinner! He asks
everyone in the family- will anyone give him his food? Let's
read together to
find out. Every time you come across the /e/ sound, use your
hand motion with
your ear to figure out the sound."
6.
Once
we
finish the book, I will have each student write a message on
primary paper. "Now
that
we have read our book, we are going to write a message! Because
we just
read about a dog eating dinner, we are going to write about a
special dinner
you have had with your family." The students should use
inventive spelling
when they write, and this will help me evaluate if they can make
a connection
with the story, as well as their phonemic awareness. Once
students finish
writing, they can draw a picture of their story.
7.
For
evaluation
I will have the students come to me individually while they
are
working on their message. They will listen to some pairs of
words and then tell
me which ones have the /e/ sound. "I have some pairs
of words that I am going to read to you. For example, do you
hear the /e/ sound
in "map" or "wet"? How about "cot" or "Ted"?
"Cake" or "shed"? "Let" or "read"?
Evaluate how well students know the short /e/ sound.