E-E-E-E-E’s
are E-E-E-E-xciting!
Beginning Reading Lesson
Rationale:
In order for children to learn to read and write words they must have
phoneme awareness. Phoneme awareness is the ability to recognize phonemes in the
spoken language. Recognizing vowels can sometimes be difficult for children to
identify. This lesson will help give students a basic understanding of e=/e/ in
reading text and writing words.
Materials:
Whiteboard
Dry erase marker
Card with a picture of a “creaky door” and the letter e
Chart with tongue twister written on it (Ella the elephant
was extremely excited about eating eggs.)
Primary paper
Pencils
A copy of Red Gets
Fed for every student
Note cards with the letterbox words written on them (end,
eel, vet, fret, tent, help,
dressy, spend, stress, crept,
strength).
Elkonin boxes for every student
Letter manipulatives for every student (e,l,v,t,f,r,n,h,p,d,s,y,c,g).
Overhead Elkonin boxes
Overhead letter manipulatives (e,l,v,t,f,r,n,h,p,d,s,y,c,g)
Overhead projector.
Notecards with pseudo words written on them for the
assessment (dest, seg, heb, tez, slem, breg, sted, peds, sed, fet)
Procedure:
1. Start the lesson by writing the letter e on the whiteboard. Does anyone
know what this letter is? And what sound does it make? Well this is the letter e
and it makes a sound like a creaky door. (Model opening a creaky door while
stretching out the /e/ sound.) Now, I
want you to practice the /e/=e sound with me! Pretend like you are opening a
creaky door while making the /e/ sound.
2. Take out the chart that you have your tongue twister written on, and practice
it with your students. ”I have a tongue twister for us to practice with. I am
going to read it once, and then I want all of us to read it together. Ella the
elephant was extremely excited about eggs. Now, you try! This time when we say
it I want everyone to do their “creaky door” motion while we drag out all those
e’s. E-E-E-E-E-lla the
e-e-e-e-lephant was e-e-e-e-e-xtremely e-e-e-e-e-xcited about e-e-e-e-e-gs. GOOD JOB!
3. Now you are going to assess the students’ ability to hear /e/ in various
spoken words. ”Now I am going to read you
two words and I want you to tell me which one has that creaky door /e/ sound in
it, alright? Do you hear /e/ in _____ or _____?” The word choices are: good
or ever? blend or bad? tender or rock? best or amazing ?Then have your students
try and think of some of their own words that have /e/ in them. Next, write
them on the whiteboard and underline the e in each word. Finally, if they have
any trouble coming up with their own words, have them look around the classroom
for ideas. If they still are struggling offer some more example words.
4. Now use the Elkonin boxes to do a class letterbox lesson. Hand out the
letterbox sheets and the letters to each student, and have them put the letters
on the lower case side. The letters that they will need are the following: (e,l,v,t,f,r,n,h,p,d,s,y,c,g).
Put your letters and letterboxes on the
overhead and model how to do a word. Model for students how the LBL works.
Let me show you how to use these boxes to
spell out words. First, remember that just because a word has 3 sounds does not
mean it only has 3 letters. We have 3 boxes here, and we want to spell the word
neck. I hear /n/, that’s an n. /e/I hear a squeaky rocking chair. That’s an
E. One more sound to go. I hear /k/. I know that ck says /k/. N-E-C-K. The
letters that work together to make one sound share the same box.
Now, let’s see if you all can do a couple
of words.” Words: 3- (eel, pet), 4- (fret, tent, help, dressy), 5- (spend,
stress, crept,) 6- (strength). Read each word with a sentence that contains the
word you are working on. Walk around the classroom and make sure each student is
on task and knows what they are doing. Give them a couple of minutes to figure
out their letters and time to correct themselves. If a student has misspelled a
word, repeat it to them just as they have spelled it, and see if they can figure
out what is wrong. If they don’t correct the word then give them the word.
After each student is finished, model the correct spelling on the overhead and
move onto the next word.
5. Next take out the flashcards with each of the letterbox
words written on them and have the students read the word out to you. Now
I am going to let you read the words you’ve spelled. [Have children read
words in unison. Afterwards, call on individuals to read one word on the list
until everyone has had a turn.] Good
Job! You are doing such a wonderful job recognizing the creaky door /e/ sound.
6. Next introduce the decodable book: Red
Gets Fed. ”Now we are all going to
read Red Gets Fed. Have you ever had a pet that wanted to be fed all the
time? Well in this book, Red the dog begs everyone in his family for
food. Let’s read to see if he gets fed.” Partner up students and allow
them to take turns reading the book to each other
7. Have each student write a message about their favorite pet while you call
each student to your desk one at a time to identify e’s in spoken words.
Assessment:
To assess the students I will call the students to come and read a list of
pseudo words to me individually. The pseudo words will help to assess their
ability of short e. I will flip through the cards one at a time and see if the
child is able to read them successfully. 100-90% will let me know if they are
ready to move on to another correspondence. List of words: dest, seg, heb, tez,
slem, breg, sted, peds, sed, fet
Resources:
Murray, B.A., and Lesniak, T. (1999) The Letterbox Lesson: “A hands on approach
for teaching decoding”. The
Cushman, Sheila. Red
Gets Fed. Educational Insights: Carson, CA. 1990.
Shell, Hilary: “The Pink Pig Gets Icky Sticky”
http://www.auburn.edu/academic/education/reading_genie/odysseys/shellbr.html