Virginia Linne                                                                                                                                      Beginning Reading

 

                                            Red Gets Fed

                                             

Rationale:

In this lesson children will become aware and be able to identify of the e = /e/ correspondence in spoken and written words.  This correspondence will be experienced through the use of a tongue twister, letterbox lesson, and shared and individual reading. 

 

Materials:

paper and pencils for each child, copies of Red Gets Fed, chart with tongue twister on it, pointer for chart, and picture cards with pictures of (the color red, a bed, a man named Ted, a hen, a pen, some men, the number ten, etc.).  Tongue Twister: Ted went to bed and Ned sent ten hens to bed.

 

Procedure:

1.        “Today we are going to learn about the letter e and the sound that it makes.  After today, you will be able to read words that e = /e/, and you will notice the e = /e/ sound in many words that you already know!”

2.        “Raise your hand if you’ve ever heard a creaky door?  If you have, you know that it makes the “eeeeh” sound.  I want you to use this to remember that e = /e/.”  Have the children practice making the sound.

3.        “Now I am going to teach you a tongue twister that will help you to remember some words that make the e = /e/ correspondence.  Fred the Elephant went with Ted to step on the bed.”  Have the children recite the tongue twister and see how fast they can say it and how many times!

4.        “Now that we know how to make the e = /e/ sound, we are going to practice writing the letter e.”  Pass out paper and have the children practice writing the lower case e, and the upper case E after that.  “To make a lower case e, we start at one dot, move it to the right, and then make a half of a circle going counter clockwise.”

5.        “Now we are going to have a contest.  I want each of you to come up with as many words you can, that have the e =/e/ sound.  If you aren’t sure about a word, just ask me.”  After the children have spent a few minutes thinking of words, have them come together and discuss which words do make the e = /e/ sound.  Chart the results, and hang them in the classroom.

6.        “Now I have some pictures of some things, and as I hold them up, I want you to raise your hand quietly if you think they make the e = /e/ sound.”

7.        Have the children gather on the floor to read Red Gets Fed.  Then have the children independently read the story, picking out the words that contain the e = /e/ correspondence.  “Today we are going to read a story that has many words containing the /e/ sound!  I know how smart all of you are, and I need you to help me find these words!”  “I am going to give you a few examples before we read the story, so that you know exactly what you are looking for.”

 

 

 

8.        Assessment:

For reading assessment I will observe the children individually as they are working attempting to identify the /e/ sound in their stories.

I will assess the children by having them write a journal entry which contains as many words with the e = /e/ sound.  I will be able to tell if they can identify the sound correctly.

 

 

 

 

References:

         *  Reading Genie, http://www.auburn.edu/rdggenie.html.

                         
  *  Red Gets Fed,
Carson, Educational Insights.

*  Asbury, Sarah. http://www.auburn.edu/rdggenie/insp/asburybr.html. "Icky Sticky Peanut Butter."

          

 

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