Amanda Kaye Owens
must understand the relationship between graphemes and phonemes in
become successful decoders and readers. Phoneme awareness is one of the
predictors of reading proficiency. In
this lesson, students will practice distinguishing the phoneme e=/e/ in
and written words.
Red Gets Fed.
Educational Insights, 1990. Class set
Class Elkion Boxes and letter
tiles for each student all lowercase:
e,gg-taped together,r,g,t,d,n,w,b,s,l,t. Over head set for teacher.
Primary paper and pencils for
Picture page with letter
Chart paper with tounge
- “Reading is a special code where the
letters we see tell our mouths what sounds to make.
All the sounds make up the words we read.
Today we are going practice one of the sounds we make when
we see e in a word. “ Have e written on board.
- “Has anyone ever opened a creaky
old door that sounded like eeehhh? That’s the sound that e makes,
eeehhh like a creaky door. Lets practice that sound and move our hands
like we are opening that creaky eeehhh door.” Have students make sound
- Have tongue twister on board, “Eddie the elephant entered the elevator with the
Eskimo.” “Listen for the number of times
you hear the /e/ sound in thus sentence. Say
the sentence slowly. “Now you try it.”
Have students read the tongue twister slowly emphasizing the /e/ sound. “Now lets cut the /e/ sound off, like /E/ddie
the /e/lephant /e/nterd the e/levator with the /E/skimo.” Great job! How many words do you hear the /e/ sound in
this sentence?” 5
- Pass out primary
paper and pencils. “Now lets practice the special code letter that
tells us to make the /e/ sound. I am going
to write an e on the board. Watch how I start in the center of the
space below the fence and go up and around.” Model writing a few e’s on the board. Now you try, everyone write five e’s on your paper.” Walk around checking students work.
- “Great writing boys
and girls!” Now I am going to say some
words, if you hear the /e/ sound in them, make the creaky /e/ door
motion.” Use bed,couch,crest,pencil,egg,sit,web.
- Now lets try
spelling some words with /e/ in them. Take out overheard Elkion boxes
and letter tiles. I am going to spell a
word with three sounds, so I am going to unfold three boxes. I am going to spell the word bed.” Say slowly
emphasizing each phoneme. “I am going to
put one sound in each of the boxes. /B/ /e/ /d/. Oh!
I hear that creaky /e/ door sound, so I know this word has an e in it.
Repeat each sound, counting on your fingers for each number. I think
/e/ is the second sound I hear so I am going to put e in the second box. Now, the first sound I hear in bed is /b/,
that’s b, so I will put the b tile in the first box. Now I have /b/e/.
Bed, the last sound I hear is /d/, I will put d in the last box.” Blend
the sounds and say the word. Pass out
boxes and tiles to each student. “Now you try. We will start with two
boxes.” Lead the students in the letter
box lessons from 2, 3, and 4 phoneme words. egg,
red,get,den,web,end,  bend, step,sled
- “Great spelling boys and girls,
now lets practice reading some words.” Have
list of letter box words outside boxes on chart. Model decoding the
words if necessary. Have students read the words aloud.
- “I have a wonderful book to share
with you today about a dog named Red. He
is very hungry. Lets read it and see if he gets some food! This book
has lots of words with the /e/ sound. Read it with your partner and
make the creaky door motion when you hear them read a word with /e/.”
Walk around listen to students reading, note miscues of students
- When reading is done have the
class make a list of /e/ words found in the text or ones they come up
Students will demonstrate understanding of phoneme-grapheme
relationship of e=/e/ through making the correct
when given the spoken words. They will
also be assessed through correctly spelling words in the letter box
lesson. Students will be given a sheet
with pictures and drawn letterboxes corresponding to the number of
each word. They will spell each word
with the /e/ sound. Words will be
pen,bend, bed, desk, nest
Click here to return to Explorations
Don’t Cry Baby:
Murray, B.A., and
Lesniak, T. (1999) ”The Letterbox
hands-on approach for teaching decoding.” The Reading Teacher,
1999. pp. 644-650