Christy Cooley
Emergent Literacy


Elephants Enjoy Eating Eggs
(short e lesson)

Rationale:  To learn to read, spell, and decode words correctly, children need to know that the spelling maps out the phonemes in spoken words.  This lesson will help children map out the phonemes in words with the short e correspondence.  They will learn to recognize /e/ in spoken and written words by practice.  They will write the letter e using the unique characteristics of the letter and will also learn through a meaningful representation.

Materials:
Primary paper and pencil
Chart with ãElephants enjoy eating eleven eggs every morning and eveningä
Pictures with /e/ sounds ö elephant, eggs, excited, etc.
Pictures without /e/ sound ö coke, eat, igloo (bonus), etc.
Cut-outs of elephants and eggs
Picture page with /e/ sounds and a line for writing the letter e. ö egg, elephant, elevator, etc.

Procedures:
1. When introducing the lesson, explain how the mouth moves differently when saying different sounds.  Today we are going to work with the /e/ sound.  Can you say /e/?  It is going to be new to you so at first it may not be easy to hear /e/ in words, but it will get easier for you as we go along.

2. Ask students:  Have you ever opened a door and heard /e/?  That is the sound we are going to be listening for today.  Here is how we are going to notice /e/ in a word.  Stretch the word out and see if you hear /e/, like the door slowly opening or closing.  Iâll try egg, eeee-ggg.  Did you hear /e/ in egg?  That is right, at the beginning.

3. Letâs try a tongue twister (on chart).  ãElephants eat eleven eggs every morning and evening.ä  Letâs say it together.  Now say it again, but this time stretch out the words that begin with the /e/ sound.  ãEeeeeleeephants eat eleven eeeeegs eeeevery morning and evening.ä  Try it again but this time break off the word.  Example: /e/lephant.  Ready. Go.  ã/e/lephants eat eleven /e/ggs /e/very morning and evening.ä  Good job, that was great.

4. (take out primary paper and pencil)  The letter e represents the sound /e/.  So we are going to practice writing the /e/ sound with the letter e.  Take your pencil and draw a straight line ON the fence line.  (about ö long)  Draw a half circle starting on the side closest to the windows.  Go up and touch the sky line and come back down to the fence line closest to the door now.  Doing good.  Ok now put you pencil back where you stopped last, if itâs not already there, and we are going to make another half circle, BUT we are not going to touch the fence.  I am going to walk around and look at everyoneâs e.  After I stamp your work, I want you to make five more eâs the same way.  If you finish before everyone else, continue making eâs until everyone is finished.

5. (like a letterbox lesson) Ask students: (with raised hands)  Do you hear /e/ in eggs or eat? Elephant or coke? Jump or excited?  Pass out pictures (donât have to all be the same).  Have students sort the pictures into an /e/ pile and a not /e/ pile.  Once finished, have each student come write one word in his/her /e/ pile on the board.   Upon completion of the activity, have students multiple copies of the book Pen Pals from Educational Insights.

6. For assessment, have students write the /e/ sound and circle the /e/ sound in pictures. Also have students create their own original story using all the /e/ sounds possibly though of. (Not to be graded but to be displayed on a bulletin board that says Eeeexcellent work with /e/.)  They can choose to write their story on an elephant or on an egg and they can decorate around their story when finished writing.

Reference:  Reading Genie ö www.auburn.edu/rdggenie (multiple examples)

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