This lesson is designed to
show children that the way in which the words are ordered can have an
how they are pronounced. If children can remember that two
one sound, it will be easier for them to decode words. In our
will be talking about ea=/E/ and practicing decoding words that have
Set of letterboxes and letters for each child, picture page with lists
and picture that make the sound ea=/E/. (For example, beach, show
picture of a beach. The children will circle the picture that
ea=/E/ sound.) Chalkboard, chalk, pencils, paper, the book What Will the Seal Eat?
Today we are going to
learn about two letters we can put together to make the /E/
Whenever we say the letter e by itself it makes the /e/ sound. It
repeats its name. Well today we are going to focus on the
letters e and a. When we put these two letters together they also
the /E/ sound. “Can everyone say /E/?” “Great
Write the letters
ea on the board. Whenever I see these two letters together I know
are going to make the /E/ sound. Let’s try some examples and see
you can hear the /E/ sound. (write
seal on the
board) “What is this word?” SEAL.
“Great Job!” Lets
say the word very slowly and see if we notice the /E/ sound. S E A L. Raise your hand if you heard the
Lets try a few
more. “Raise your hand if you hear the /E/ sound in these
words” Fear (hands go up)
“Excellent, you heard the /E/ sound. How
Care?” (no hands go up)
word care doesn’t make the /E/ sound does it? How about the word hear? (hands
up). “Great Job!”
Okay now lets see if we can pronounce
written words with the /E/
sound. Write the words eat, real, and
sea on the
board. Can anyone tell me what the first word is? EAT “Great job” How did you know how to
pronounce that word? I KNEW THAT THE LETTERS EA MAKES THE SOUND
/E/. “Excellent decoding skills”.
Now, the next word. REAL.
“It too has the letters ea in it, making it have the /E/ sound,
YES. “Now the last word, who can tell me what it
is?” SEA. “Wonderful, how did
you know?” BECAUSE OF THE LETTERS EA.
Now we are going to let
you spell some words using your letterboxes and your letters.
word team on the board) Draw three boxes on the board. “I
want to spell the word team, and since I already know that the ea makes
sound, I can put a big E in the middle box. I can think back to
beginning of the word team, it begins with t so I put a t in the first
the last part of the word sounds like m, so I put an m in the last box
have spelled the word team”
I’m going to say
some words and I want you to spell them. For the first letter you
only 3 boxes. Spell the word seal. (children
are spelling the word). (While children are spelling draw three
the board) “Everyone is doing a great job, can I get someone to
volunteer to come spell the word on the board”. (A child comes up
and writes an s in the first box an E in the second and an l in the
box). “Wonderful, Sally how did you know to put an E in the
box?” BECAUSE SEAL IS SPELLED S E A L
THE EA MAKES THE /E/ SOUND. “So to spell the word you only need
put the sound it makes in your boxes, right?” “Great
job.” Let’s practice spelling more words. I am
going to write the rest of the words on the board and I want you to
using your boxes and letters. When you have spelled the words
letters on your paper like I did on the board. (Write meal, team,
real and treat on the board). (While they are working on the
will walk around and help anyone having trouble). (Make sure
using the right number of boxes for each word).
Once everyone has
completed spelling the words, I want you to take out your picture page
circle the pictures that make the /E/ sound. If the picture does
/E/ sound, I want you to spell the word underneath the picture.
Have the children get
with a partner, let them take turns reading What Will the Seal Eat?.
“While you are reading to each other, I want you to count how many
you see that have the letters ea in them. Write these down on
and we will talk about them when everyone is done.
Assessment: The assessment comes from the letterboxes they
their paper, the picture page, and the counting of words from the
This will show me whether they are understanding
correspondence or not.
Jordan, Caroline. Beginning
to Read: Seals Eat What?: http://www.auburn.edu/rdggenie/discov/jordanbr.html,
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