Jessica Evans

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


Click here to return to Guidelines.