Creaky Door says
For students to become
skillful readers it is important they develop a good
understanding of phonemes. Phonemic awareness is an indicator children
ready to read. In order for this to occur, children need good
they can become aware of phonemes. Short vowels are important to learn
because to learn long vowels requires children to understand and learn
irregular "rules." In this lesson children are going to learn the
correspondence /e/ through meaningful representation. They will learn
through a letterbox lesson and a decodable book.
- Pictures of
words with the letter e (jet, egg, desk,
- Picture of a
creaky door (clip art illustration)
twister on sentence strips. (Eddie the Eskimo
enters the elevator on an elephant)
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
- A copy of Red gets
Fed (Educational Insights Book) for each student to read in partners
paper (enough for each student)
- Pencils for
- 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/
elephant, ear non /e/ words: girl, toy)
- 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
- 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.
- (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.
- If children need
additional time we can go through and everyone underline the /e/ sound
on the sentence strips.
- 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?
- 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/â€¦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.
- 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
- 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.
- 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
- 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?
- 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?
Cushman, Sheila. Red Gets Fed.
Carson, CA. 1990.
Brigette. Eeehhhhhh, What
did you say?? http://www.auburn.edu/academic
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