Ben is in the Pen

Rationale: In teaching students to read and write, they must understand the graphemes and phonemes that make up words.  Before children can understand phonemes, they need to be aware of sounds and syllables in words. Short vowel sounds can be hard for some children to pick up on, because they do not say their own names. This lesson will focus on helping the students better understand /e/. They will know how to write the letter (e) and associate its phoneme in a spoken word. This is very important in emergent literacy training. We will practice recognizing short /e/ in spoken and written words.
Materials: (1). primary paper and pencil, (2). Letterboxes, (3). pictures (pen, pencil, apple, boat, and ring), (4). the following letters: f,e,d,b,n,ll,ch,t, and p, (5). Pen Pals.
Procedure:
1. Today we are going to work on /e/. Have you ever heard the sound that a rocking chair makes? A rocking chair sometimes makes a /e/ sound when it rocks back and forth(teacher demonstrates the sound).
2. Letâs begin by practicing writing some eâs. We start in the middle of the fence and draw a straight line out to the right. Then you go back up to the top of the fence like you are making a c (teacher demonstrates).
3. Now I am going to say two words and you will tell me which word you hear the /e/ in. For example, if I say set and mop, which has the /e/ in it? That is right, set! Letâs try the rest of these words: do you hear /e/ in red or sad? hen or top? fan or bed? wet or put? (teacher asks students to circle the word they think is correct on their sheet).
4. Now, I am going to show you some pictures and I want you to tell me which ones have the /e/ sound. (teacher keeps track of students responses individually).

Assessment: Now, I am going to read the book Pen Pals to you. Every time you hear the short e sound, I want you to raise your hand. Great!

Reference: http://www.auburn.edu/rdggenie/breakthroughs/burtonel.html

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