Yep! I’m ready to learn!
Rationale: Phonological
awareness develops in stages. In order to
become
phonologically aware, children must understand what a word is, and know
that
words are made up of syllables. However, a child must first
understand
that a syllable is comprised of one vowel sound. Therefore it is
crucial
for children to develop the ability to correctly identify and
pronunciate vowel
sounds. When learning this concept, it is important to begin with
the
short vowel sounds. This lesson will target /e/ as spoken in
“pet”
through activities that help the student identify the phoneme /e/
within
written as well as spoken words.
Materials: Paper, pencil,
crayons, “Red Gets Fed” by Phonics Readers,
envelope
full of strips of paper each containing a /e/ word from the book, paper
with
“Eddy put red bells on everyone’s bed”, picture page with rug, red,
bell, bet,
hat, pot, big, pet, dad, and net.
Procedures:
1. Introduce the lesson by explaining that we make all types of sounds
when we
speak. TODAY, WE ARE GOING TO LISTEN FOR ONE SOUND THAT WE
PROBABLY SAY A
LOT WITHOUT REALIZING IT AND THAT SOUND IS SHORT /E/.
2. I will start by asking the student if they have ever heard anyone
answer a
question by saying “yep” or “yes”. The sounds that those two
words make
are the short /e/ sound. WHENEVER WE HEAR THAT SOUND, WE ARE
GOING TO
SHAKE OUR HEADS UP AND DOWN LIKE WE ARE SAYING “YEP”AND MAKE THE
/E/
SOUND.
3. LET’S TRY A TONGUE TWISTER! “EDDY PUT RED BELLS ON EVERYONE’S
BED”.
LET’S SAY THAT TOGETHER. NOW LET’S SAY IT AGAIN AND LISTEN
REALLY
CLOSELY FOR THE /E/ SOUND AND WHEN WE HEAR IT–MAKE SURE WE SHAKE OUR
HEADS.
(“Eeeedy put reeed beeels on eeeveryone’s beeed” while slowly
shaking our
heads up and down.)
4. I will read “Red Gets Fed” aloud. We will then reread the text
and
shake our heads when the /e/ sound is heard.
5. As an assessment tool, they will be given a paper with objects on it
and the
name of the object written below it. The students will use a crayon to
circle
the words that contain the /e/ sound and “X” the words that do not
contain the
/e/ sound.
Reference: “Phonological
Awareness Training through the Primary School:
Developing Phonological Awareness in the Infant Classes”
http://download.curaclam.net/lsupport/phonoawareinfants.doc
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