Children need to learn and
recognize phonemes in
understand that phonemes stand for letters creating spoken words. Short
are some of the hardest phonemes to learn because they have similar
spoken fast. This lesson will help children learn /e/ (short e). The children will learn a meaningful
way to remember /e/ as well as recognize it in words. The children will
practice the letter e which
represents /e/ and find /e/ in words.
Primary paper, pencil, Peg
the Hen from Starfall.com, index cards with an e
on one side and a slash mark on the other, chart paper for tongue
- Introduce the lesson
that our written language is a secret code. The
tricky part is learning what letters stand for the mouth moves we make. Today we are going to look at the letter /e/
and the movement your mouth makes. The letter /e/ is found in many
words but sometimes it is hard to hear.
- Ask students: Do you
ever not hear
someone and say /e/? This is the sound that we are looking for in words
today. Let’s see how to spot /e/ in a word. You have to stretch out the
word as you say it and look for the sound /e/ in the middle of the
word. Let’s try the word bed. b e e e e e e-d. b e e e e e e-d. Did you hear /e/? Oh, I just made the
sound you say when you don’t hear what someone is telling you…/e/.
- Let’s try a tongue
twister (on chart
paper). Everybody saw Eddie
and the Eskimo enter the elevator on the elephant. Everybody say it three times together. Now say it again, and this time, stretch the
/e/ at the beginning of the words. eeeverbody,
saw eeeeddie, and the eeeskimo eeenter the eeelevator on the eeelephant. Try it again and this time break it off the
word: “/e/ verybody saw /e/ ddie and the
/e/ skimo /e/ nter the /e/ levator on the /e/ lephant.”
- Have students take out
pencil. We can use the letter e to spell
/e/. Make a “c” and then halfway between
the sidewalk and the fence you will make a line that touches all the
way inside of the c makes an e. Model this for the class. Everyone
practice making one “e” on your paper. I want to see everybody’s e. After I put a smile on it, I want you to make
nine more just like it. When you see the
letter u all by itself in a word, that’s they sign to say /e/.
- Call on students to
answer and tell
how they knew: Do you hear /e/ in red or white? Pet
or dog? Beg or take? Blend or mix?
Get or remove? (pass out cards).
Say: Let’s look at this
sentence on the chart paper and say it with me. If
you hear /e/ hold up the e side but if you don’t hold
up the slash side. Think about e
and the sound you make when you do not hear someone.
Sentence: Every egg I ever ate got all over my red dress
and made a big mess.
Peg the Hen and talk about the
story. Read it again, and have students
raise their hands when they hear words with the /e/ sound.
List the words on a large piece of paper as
they stand up. On tablet paper have the
students draw a picture of their favorite part in the story and write
about it using
invented spelling. Display their work on
assessment give the children pictures and ask them to glue them in two
those with the /e/ sound and those without the /e/ sound. After the
are glued have the children write the name of the picture above them.
to return to Guidelines
Duvall, Ehh! I can’t Hear You.
and Wallach’s Tongue Twisters http://www.auburn.edu/rdggenie/twisters.html