Rationale: To read and spell words children
be able to recognize phonemes and realize that letters in the alphabet
symbolize sounds. Children must first recognize phonemes in spoken
they can read them. This lesson will be focusing on the /e/ short vowel
Students will identify /e/ in a spoken word. Students will spell words
/e/ sound in them/
Copies of the Book- Red Gets Fed
Large letters for divider
Flash cards (bed,
led, bled, rest, fled, blend, hat, bat,
tub, crab, brick, blob, stub)
- Start the lesson by writing /e/ on the
board. I will ask the students what letter I wrote on the board. “ What
is the letter I wrote on the board? Does anyone know what sound that
letter makes? Well, it makes a sound that is similar to a creaky door.
Can anyone tell me what a creaky door sounds like? Good it sounds like
eee. The /e/ sound is hear in red, bed, and Ted. Can anyone think of a
work that has the /e/ sound in it?” I will allow time for the students
to think of words with the short /e/ sound.
- I will have the students repeat the
tongue twister. “ Let’s all repeat this silly sounding sentence with
the sound /e/. Ed the elephant saw Eddie and the Eskimo enter the
elevator. Now, let’s use the creaky eee sound before each word in the
sentence ( EEEddie the eeelephant saw the eeeskimo
eeentere the eeelevator ). Good job! Let’s repeat the sentence one more
time so we can all remember the /e/ sound in words”.
- I will give the students two words one
with the /e/ sound and one with out the /e/ sound. I will ask them to
say yes when they hear the /e/ and now when the do not hear the /e/
sound in a word. “ I am going to give you two words. One word will have
the /e/ sound and the other word will not have the /e/ sound in it.
After I say the two words write down one or two depending on which
sound you think you hear the /e/. For example, Do you hear /e/ in ten
or five. Good, the answer would be ten.”. The list of words I will use (bed, led, bled, rest, fled, blend, hat,
bat, tub, crab, brick, blob, stub).
- We will read, “ Red gets Fed” as a
class and I will have them clap every time they hear the /e/ sound. I
will also have them come up with a sentence that has a /e/ sounding
work in it. “ I am going to read this book to the entire class. Every
time you hear the /e/ sound I want you to clap”.
Assessment: I will assess the children by
tell me words that have the /e/ sound in them. I will give them a list
and have them tell me that words that have the /e/ correspondence.
Red Gets Fed. Carson, CA: Educational Insights, 1990.
Murray, B.A., &
(1999). The Letterbox Lesson: A hands-on approach for teaching
The Reading Teacher, 644-650.
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