“Eeehh, What did you say?”
Emergent
Literacy Design
Rationale:
In order
for a child to become a fluent reader, the first step that he or she
must take
it to understand that letters represent phonemes. Phonemes
are defined as the vocal gestures
that the child hears. The second step is
to understand that the spelling of words is mapped out by the sequence
of
phonemes in spoken words. As children
begin to recognize phonemes, the development of reading for the child
becomes
evident. The following lesson will help
the children to learn how to recognize the e
= /e/ sound in spoken words by making a connection between that
sound and
an action. The students will also work
on learning how to write the letter e,
as well as recognize /e/ in spoken words.
Materials:
- One Picture of
a Man
holding his ear for each child.
- One sheet of
primary paper
for each child.
- <>A copy of the book, Red
Gets Fed.
- A pencil for
each child.
- Worksheet with the
following pictures on it for each
child: egg, bed, pencil, bell, nest,
net, apple, fish, and hand.
Procedure:
- Introduce the
lesson by
asking, How many of you have
grandparents or parents that sometimes have
trouble hearing what you say? I will
then ask them, how do they usually
respond to your question? I would expect
some of the responses to be /e/, what did you say?, or can you repeat
that? I will then explain to the
students that we are going to be working on recognizing /e/ in spoken
words. I will then model and have them
repeat,
/e/. I will explain to the students that
this time when we say /e/, tug on your ear like I am doing and say /e/. Then I will give each child the piece of paper
with the
man tugging on his ear. If there is a
child that will not tug on his or her ear then have them hold their
piece of
paper up when they hear the /e/ sound throughout the lesson.
- I will then
explain to the
children that /e/ is found
in many words. I will ask the students, Can you think of any words that have the
/e/
sound in it? I will allow a few
seconds for the children to come up with their own responses. I will then give some example words with the
/e/ sound, for example, red, hen, and bet. After
modeling each of the words I will ask if they hear the
/e/. I will then say, Now I
am going
to say several words to you. When you hear a word with the /e/ sound I
want you to tug on your ear. I
will
stress to only tug on your ear when you hear that particular sound. Example words: egg, head, sat, cat, and ten.
- I will then
show the
students a poster with the tongue
twister, Ellie and Eddie saw Ellen and the Elephant on the Easter Egg
Hunt. I will then tell the children that
I want them to practice saying the tongue twister with me.
I will then say, Now that
we
can read the tongue twister with the /e/ sound, let’s tug
on our ear as we are dragging out the /e/. Let’s say it like, EEEllie and EEEddie saw
EEEllen and the
EEElephant on
the Easter EEEgg Hunt. I will model this activity with the children
at first, and then watch them as we read the tongue twister to see if
they are grasping
it.
- .I will say to
the
children, Now that we know that the
letter e makes the /e/ sound let’s practice
writing it so that when you are reading you will be able to recognize
it. I am going to have a piece of
chart paper
with the lines on it just as their piece of primary paper does. I will begin by reviewing the names of the
different lines on the paper. I would
then say, To begin you need to get in
the
center of the space below the fence, go toward the door, up to touch
the fence,
around and up. I would model this
on
my piece of paper several times having the children just watching me. Then I would have them do it with me. I will tell the children to now write 7 more
e’s. While they are working on this I
will walk around to make sure that the children are able to do this.
- I will then
read the book, Red Gets Fed to the
children. I will say to the children: Listen as I read the book, Red Gets Fed,
and each time you hear the /e/ sound I want you to tug on your ear. The teacher should read the
book very
slowly and enunciating well so that the students can hear her as she
reads.
- To assess the
students,
hand each of them a worksheet
with various pictures on it. The
students will say what the picture is out loud and will draw a circle
around the pictures that have the /e/ sound in them.
It is important that the pictures are obvious, so that the
students will
not be confused as miss the question. The
worksheet would include pictures of these words: an egg, a bed, a pencil, a bell, a nest, a net, an apple, a fish, and a hand.
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