Title:
E-e-e-e-veryday for R-e-e-ed
Cheryl L. Hicks

Rationale: The objective for the lesson is for the children to have a better understanding of  e = /e/.  It is important for children to have a good understanding of the vowels and how they work so that they can be good at reading and they know what to do when they come across a word they are unsure of.  Knowing their short e vowel e = /e/ is setting a good foundation for their decoding skills and reading abilities. The best way to set the good foundation is with explicit and systematic instruction in phonics.

Materials: Multiple copies of  “Red Gets Fed” e =/e/ decodable book number 3, Phonics short vowels readers by Educational Insights  c. 1990, primary paper, pencils, e = /e/ worksheet that has teacher picked pictures of things that have the e= /e/ sound and some that don’t, chalk board, chalk

Procedures:

1. Explain why and Review

Introduce the lesson by explaining that we are going to be studying the short e vowel today

e =/e/.  “Today class we are going to be looking at the short e vowel e =/e/.  Does everyone remember last week when we studied the short a vowel a = /a/? What sounds does the short a,

a = /a/, make? That is right it makes the crying baby sound. What motion did we have to go with the aaaaaaa sound?  That is correct we made the crying baby face with our fists near our eyes. Well, today we are going to learn a new short vowel. The short vowel, e =/e/, is very important because it is in lots of words. So when you hear the e =/e/ sounds I want you to open your creaky door like this (model).

1. Explain how and Model

When you hear the creaky door sound it is a good guess that it is spelled with the short e, e =/e/. I want everyone to open their creaky door (Model with children) Great job, I am so proud of everyone.  I am going to say a sentence and I want you to watch and listen for the e = /e/ sound. Eddie eats peeps. This is how you are going to know when to open you door, when you hear the e=/e/ that is when you are going to open you door. Now listen and watch again, I want you to count how many time I make the e= /e/ sound “Eddie eats peeps” That is right I said e =/e/ three times. Okay now lets do it together, great now lets move on.

3. Simple practice

When you hear the e =/e/ sound I want you to open your creaky door. I am going to give you a new tongue twister are you ready. “Evan eats every edge of the egg” Good lets say the sentence again and I want to hear everyone opening the creaky door. “Evan eats every edge of the egg”. Now I am going to write the sentence on the board and I want you to write this sentence down for me on your paper. Circle where the short e, e = /e/, is found. Great job! how many times did you open your door? Five times great job!  (write fed, pet, cat, and end on the chalk board)

Okay, Lets look at this word on the board “fed” which letter makes the e = /e/ sound? Correct it is the e.  What about in the word “pet” that is correct it is the e.  Does the word “cat” have the e = /e/ sound?  Noooo  it doesn’t everyone is doing so well. What about the word “end”  yes it does it is at the beginning of the word.

4. Whole texts Today we are going to read about a dog that loves to eat his dinner. He begs for his food when he is hungry, to find out what he gets fed you will have to read “Red Gets Fed”. When you have finished reading put your head down and I will partner you up and the both of you will take turns reading a page and then switch so you both have read the entire book to each other.

Assessment: Circle the picture and or words that have the  e= /e/ sound. I would also do a running record with the children the next day to see how much they have retained when they are rereading the text so, that I would know how I needed to change my instruction.

Reference: