Starr Beginning Reading
††††††††††††††††††††††††††††††††††††† †††††††††† †††††††††††††††††††††† Cheep,
use phonemes and mouth moves to learn about spoken language and how it
relates to reading and writing.† As
they learn more about phonemes, they break the alphabetic code.† Important
phoneme-grapheme correspondences for children to recognize as they begin
to read are long vowels.† In
this activity, we will learn the ee = /E/ correspondence.† They
will learn to recognize /E/ in spoken and written words through a group
letterbox lesson and in reading a book.
letterboxes; laminated letters b, c, d, e, e, f, h, k, p, r, s, t,
t, w; overhead projector, copy of What Do Seals Eat? (Educational
Insights) poster of "Pete eats beets by the sea in the heat"; poster with
list of words for letterboxes; bee, see, keep, feed, cheep, speed, sweep,
street; chalkboard, chalk
by telling the students, "When we are reading, we match the letters we
see to their sounds.† We are
breaking a code when we learn more and more sounds to match the letters.† I
know that we all know the little e sound, but it makes a whole different
sound when there are two little eís sitting right next to each other."
your mouth with me and cheep, cheep like a baby bird.† Good."
I want you to listen for that same sound after me when we say this tongue
twister.† "Pete eats
beets by the sea in the heat."† Now,
stretch out the /E/ sound with me when we say it together.† Peeete
eeeeats beeeeets by the seeeeea in the heeeeat.† Very
good you can all stretch that /E/ sound out.
we are going to use our letterboxes to spell out some words with the long
E sound.† Our first word
will only need two boxes.† Okay,
bee.† Now, see.† Remember
that the eís have to stick together.† Still
in two boxes, see.† Okay,
now three boxes the first one is k, second one is ee, and the third
one is p."† Do not go
on to the next word until they have spelled them all in the correct boxes.† Continue
with words all the way until "monster word" street.† If
they struggle, cover up all letters but the two ee's and have them say
them together in a box.† For
example, for the word keep, cover up k and p, and they pronounce ee.† Then
add p.† eep.† Then
combine with the k to make keep.
I want us to read some of the words with the long E sound together.† I
want you to read them as I place them in their letterboxes on the overhead.† The
two e's need to stick together in a box to make the ee sound, they are
a different sound than e when they are together.† Bee
(2 boxes), see (2 boxes), keep (3 boxes), feed (3 boxes), cheep (3 boxes),
speed (4 boxes), sweep (4 boxes), and "monster word" street (5 boxes).† Good,
you read them all.
letís read What Do Seals Eat?† What
do you think this book is about?" What kind of things do you think a seal
would eat?† Not what
humans eat, right?† Letís
read the book and find out."† Go
through the pages of the book and preview the pages before they read.† "When
I say a word that has the /E/ sound, I want you to cheep like a bird, but
stop when you hear a word without the sound."† Read
the book throughout and check for when the /E/ sound is cheeped.
the children read a copy of What Do Seals Eat? with a partner, and
'cheep' as they hear the sounds of long /E/.†Then,
ask the children as a class "What do you hear /E/ in?† bee
or fly?†Speed or slow?† Tree
or bush?† Sea or sand?" †Make
sure each student has his or her turn to recognize the sound.
B.A. and Lesniak, T.† 199.†The
letterbox lesson: A hands-on approach for teaching decoding.† The
Reading Teacher, 52, p. 644-650.
Tina Hayles, "Tweet, Tweet"
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