What did you say, EEEHHH?
morning boys and girls, today we are going to learn about the letter e
and the sound it makes. Does anyone now what the
letter e looks like? If so raise your
hand and I will call on you to come write it for us to see on the
board." Very good that is what the letter e
Can anyone tell me what sound the letter e makes? No
one knows? Well the letter e says
/e/. I am sure that you
remember the other vowel that we learned last week.
Can someone raise their hand and tell me what letter we learned."
says:"we learned about the vowel a. "Very good, we
did learn about the letter a. Does anyone know
why we need to know what the
letter e looks like and what sound it makes? No
response from students. We need to know because the
letter e is in a lot of words that
we read and write. If we know
what it looks like and what sound it makes then it will help us to be
able to read and write much easier
and faster. Today,
we are going to learn how to spell and read words that have an e in it and the
sound that it makes."
will show the children a special gesture for remembering e = /e/. "Has
anyone every try to talk to someone and they could not
understand you? I have to. Have you had a difficult time hearing
someone else? Do you remember what they said to you?
Sometimes people say
EEEEHH." Show students picture of the man putting
his hand to his ear and saying EEEEHH. "Look at the
picture if you
forget what to do. I want everyone to cup their
hand and put it right behind their ear. Now say
EEEEHHH. This is what we are going to
say to remember the sound that e makes."
Practice doing it a few times with class. Now I am
going to speak very softly so that you can
not hear me. I want everyone to
practice their hand gesture and say EEEHHH. Very
good participation class. I am going to read a couple
of words to you and I want to see if everyone can
hear our /e/ sound in spoken words. If you hear the
/e/ sound in the word do our
special hand gesture.
3. Practice finding /e/ in spoken words. "I need everyone to listen very closely to the /e/ sound. Don't forget to do the hand gesture. Do you hear /e/ in eggs or grape? hedge or bush? ten or nine? fed or food? Great job!"
Get out sentence strip with tongue twister on it. First,
model the tongue twister and hand gesture. "Now
I want everyone to practice saying the
tongue twister with me. When we say it stretch out
the /e/ and do the hand gesture. Is everyone ready?
Eddie and the Eskimo enter the elevator on the elephant." Do
it a few more times. "Did everyone hear the /e/
sound? I know I did."
out the letters and the letterboxes to every student. Tell students
that each box represents a sound and when you hear the sound
put the letter in its box. Tel
them that you only turn over as many boxes over as you hear sounds.
Model the lesson with the word get.
First I am going to sound out the word. Then
once I have done that I am going to place the first letter that I hear
in the first box. I heard g
so I well put it in the first box while saying /g/. The
second letter I heard was an e so I will put the o in the
second letter box while
saying /e/ and t while saying /t/
in the last box to make the word get. "Today, we are
going to do a letterbox lesson with the letter e =
/e/. Everyone turn all of
your lower case letter face up so that you can see them because we are
only going to be working with lower case.
Remember that each of your boxes represents a sound in a word." Start
the letterbox lesson. We will begin with only two
phonemes and work our way up to 5 phonemes. I
will say each word one at a time giving them enough time to think about
the sounds and the letters
since that is what I am covering in today's lesson.
The words are egg, pet, ten, fed, pet,bed, help, nest, crept,and slept. Walk around the
room and observe, assisting any students who need help. If a student
misspells a word, pronounce the word as it appears and the student to
try to fix the word to make it the correct word. After
checking each student's work, model the correct spelling for each word
(just like you did get) in your large
letterboxes to the entire class.
the students have spelled all of the words successfully I will have
them read the words as I spell them out for them. I will write
each word on the board and ask the class to read it aloud. I will
not use the letterboxes for this part of the lesson. "Since
we are done spelling all of our
words we are at this point going to read them. I am
going to spell them for you on the board. After I
spell them I want you to read
them." I will make sure each child can read the words I
might even ask them individually. If I see a
student who is having trouble I will go over the
word with the class by using the vowel first, then the first letters,
and then the last letters.
will Hand out copies of Red Gets Fed to each student.
Then I will give a brief book talk to peak the
student's interest in the book. Today
we are going to read a book called Red Gets Fed. Red
is Meg's dog. One morning while Meg is sleeping Red goes into her room
and tries to wake her up. He is
very hungry. Meg gets up and feds Red. However, Red
is still hungry after eating. Meg goes back to bed
tries to go wake up dad. Will dad wake up and
fed Red? To find out if Red gets fed again, you'll have to read the book."
will have the students read Red Gets Fed. While they are
reading it I will walk around the
room to observe. "Now, everyone I
want you to read Red Gets Fed while I listen to you read."
9. Have each student write a message while other students are being called to the teacher's desk. "I am going to pass out the primary paper and you will need to get out a pencil to write your message. Does anyone have a suggestion on what to write about? One student's says since it is almost Halloween we should write about what we are going to be. Does everyone agree? Okay, then everyone write about what you will be for Halloween."
One at a time I will call each child up to the teacher's desk. I will ask each child a few words that have the /e/ sound and words that do not. They should be able to tell me which words do have the /e/ sound. The students should be assessed on the understanding that e = /e/. I will say I want you to tell me all the words that have the /e/ sound. The teacher should grade each child according to their ability to identify the correct words that make the /e/sound. I could also walk around the room and informally assess the students while doing the letterbox lesson or do a running record on Red Gets Fed and note their miscues to see if I need to go over the lesson again.