Creaky Door says EEEEHHHH


                    Beginning Reading
                     

Meagan Harrington

 

Rationale: For students to become skillful readers it is important they develop a good understanding of phonemes. Phonemic awareness is an indicator children are ready to read. In order for this to occur, children need good instruction so they can become aware of phonemes. Short vowels are important to learn first because to learn long vowels requires children to understand and learn many irregular "rules." In this lesson children are going to learn the correspondence /e/ through meaningful representation. They will learn e=/e/ through a letterbox lesson and a decodable book.

 

Materials:

- Pictures of words with the letter e (jet, egg, desk, pen)

- Picture of a creaky door (clip art illustration)

- Tongue twister on sentence strips. (Eddie the Eskimo enters the elevator on an elephant)

- Elkonin boxes (up to 4 boxes). A set for each student and an enlarged one for the teacher

- Sheet with letterbox words on it for the teacher (bed-3, jet-3, sled-4, wet-3, beg-3)

- Letters for the students (b, d, e, g, j, l, s, t w)

- Letters for the teacher (b, d, e, g, j, l, s, t w)

- Dry erase board and marker for teacher to write words at the end of letterbox lesson

- Overhead projector

- A copy of Red gets Fed (Educational Insights Book) for each student to read in partners

- Primary paper (enough for each student)

- Pencils for each student

- Crayons

- Sheet of paper with list of /e/ words and non- /e/ words for teacher to assess if children can pick out the /e/ sound. (/e/ words: elephant, ear non /e/ words: girl, toy)

 

Procedure:

  1. I will introduce the lesson by reviewing what we did last week. Can anyone tell me what correspondence we learned last week? Yes! a =/a/. And what is the sound that goes with /a/? Yep, crying like a baby. Let's all cry like a baby so we remember! Good Job! Today we are going to learn a new sound that goes with a new letter. I am going to show you some pictures. I was everyone to say what the picture is out loud. All the pictures have one certain sound in common. Let's see if we can figure out what that sound is. (Model the first picture.) This is a picture of a j-e-t. What about this picture? Yep, egg. Next one: desk. Ok, ready for the last one? Pen! Good job. Can anyone tell me what sound all these words have in common? (Wait for a response) Yes, e=/e/! Good work everyone.
  2. Show the picture of the creaky door. What is this a picture of? An old looking door, right! What might an old door sound like? Yes, it might be creaky. Can we all make the "creaky" sound together? Good! That is the sound our new correspondence /e/ says.
  3. (Pass out tongue twister on a sentence strip) Alrighty, let's get started! I am going to read the tongue twister and to begin I just want everyone to listen for the creaky ehhh sound. "Eeedie the Eeeskimo eeentered the eeelevator on an eeelaphant." Did everyone hear the "creaky ehh" sound? Ok, this time whenever you hear the creaky ehh sound I want everyone to pretend to open a door. Just like this. (Model opening a door.) Good! Now, let's all do it together! Remember to stretch out the /e/ sound and open the door! Great job everyone.
    1. If children need additional time we can go through and everyone underline the /e/ sound on the sentence strips.
  4. Now I am going to see it the students can distinguish the /e/ sound. I will read words and ask, "Did you hear /e/ in red or sat? Men or girl? Bed or dirt? Desk or chair?
  5. Everyone is doing such a great job with that! Now can everyone get out their letterboxes? (Pass out the sets of letters while they are going that.) Is everyone all set? I need all eyes on me up here. Thank You. Ok, I want everyone to watch while I do the first one. Remember, each of the boxes represent a sound or a mouth move. My word is desk. So I have four boxes showing so there must be four sounds in the work desk. Our mouth moves four different times. What is the first mouth move? (Think out loud to model for the students.) The first one is /d/. Let me find the letter d and place it in the first box. Ok, /d/-/e/…So the second mouth movement is our creak door, ehh. That means I put the letter e in the second box. What is the third sound? (Ask students for help, to keep them engaged.) Yep, /s/ so that means I put the letter s in the third box. And finally the last sound, /k/. Is that the letter c or k? Hmmm, k. So I will put the letter k in the fourth box.
    1. Now it your turn to try. The first word is bed, "I want to go to bed." Walk around and assess how children are doing. Stop and scaffold where/when necessary. Ok, is everyone ready for the second word?  (Repeat same steps until finished with the letterbox words.)
  6. Using the dry erase board at the front of the room I will write words they just spelled during the letterbox lesson one at a time. Boys and girls, who can raise their hand and read the word on the board? Give time for response. If no response, use letters on the overhead to model the spelling of the word. This allows breaking words apart. For example, sled is on the board and no one can read it. Ok boys and girls, what is the first sound in ssss-led? Right! /s/. What letter makes that sound? Right the letter s. Continue process until end of word, sled.
  7. Hand out the book, Red gets Fed. One book to each set of partners. Ok everyone, does each group have a book? Great, well this is a really fun book about a dog named Red. Poor Red is soo hungry he goes around to everyone in his house searching for food! Do you think anyone will feed Red? Well I want you all to take turns reading to your partner and find out if Red gets Fed! I will be coming around to listen so let me know if you need some help.
    1. Great job partner reading! Now, I want everyone to gather on the carpet. I am going to read the story to everyone and when you hear the creaky eeeh sound I want everyone of open the door! Is everyone ready?
  8. Now I need everyone to go back to their desks for me. Pass out primary paper, pencil, and crayons. I want everyone to work on this assignment individually. I don't want anyone talking to their neighbors for this. Ok, everyone put their thinking caps on with me. Use your thinking cap to come up with a word with the creaky eeeeh sound. When you think of a word I want you to spell it the best you can and bring it to me to look at. Then I will ask you individually what word you hear /e/ in. (I will use the same list from earlier in the lesson, but this just shows me which children got it correct and which ones are having trouble.) After that, if I okay your word then I want you to go back to your desks and write a sentence with that word in it. I don't want people to worry about spelling perfectly. Do the best you can. Does everyone understand? Are there any questions?

 

References:

The Reading Genie Website:http://www.auburn.edu/academic/education/reading_genie/

     Cushman, Sheila. Red Gets Fed. Educational Insights: Carson, CA. 1990.

Lynch, Heather. Eww!.That's Iiicky! http://www.auburn.edu/academic/education /reading_genie/persp/lynchbr.html

Marsden, Brigette. Eeehhhhhh, What did you say?? http://www.auburn.edu/academic /education/readinggenie/navig/marsdenbr.html

                                                 
                                                                                                                                                                       
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