E-e-e-e-eggs in Be-e-ed???????
By: Anna Ludlum
Beginning
Procedures:
1. Introduce by explaining reading as a puzzle. Letters give us clues
to tell
us which sounds to make with our mouth. Today we are going to talk
about what
sound to make if we see an e. When you
see an e in a word then that e makes the older lady who is hard of
hearing
sound /e/. Say /e/ with me. The /e/ might not be easy to find in words
but
let's try some anyway. Notice that you just have to open your mouth
just a
little bit and your tongue gets to be lazy and sit one the bottom of
your
mouth. Now lets say a tongue twister for the /e/ sound.
“Eddy fed Red eggs in bed.”
2. "Can anyone give me a word with
our
hard of hearing sound in it?" Write the words that the students
call
out on the board if they do have the /e/ sound. Explain the
correspondence. Use bed as an example. "Let’s look
at
this word,/b/ /e/ /d/." (point to each letter as you say the sound)
"Which letter makes the /e/ sound? The e in bed makes
the
/e/ sound. Let’s say the word bed together and stretch out the
middle
sound. /b/ /eeeeee/ /d/."
3. Have students take out their
Elkonin boxes
and letters. "Now we are going to practice spelling some words
with
the /e/ sound in them." Model for the students. "I will show
you how to spell the word bed in the boxes (do on overhead). I am going to place the letter representing
each sound in its own box. First I will put the b in the
first box
for /b/ sound. Next I hear the hard of hearing sound so I need to
put an e
in the middle box, and in my last box I need a d for the /d/
sound. Now I have spelled the word bed by filling up all
3 of my
boxes with a letter for each sound."
4. Now have the students try
spelling some
words with their boxes. As they spell each word look around at
each
students work to make sure that they have correctly spelled the
words. Do
not let students clear their boards until you have checked their
spelling. Start with 3 phoneme words: fed, leg, hen, red.
Next have students add a fourth box to work on 4 phoneme words: sent,
test, fled.
5. "Now I am going to spell some
words,
and I am going to see if you can read them back to me. Remember,
this is
like a puzzle, the letters give you clues for what sounds to make. If you think that you know the word that I am
spelling, then raise your hand." Spell out the words that you had
asked the students to spell in a random order without the Elkonin
boxes.
6. Next, call students to work with
you in a
small group. They will read A New Bed by Joy Cowley
aloud.
Change your scaffolding to fit each students individual needs as they
read
aloud from the book. Ask the students to take the book home and
practice
reading it.
7. For assessment, you can give
students a
page with various pictures on it. The students should circle the
objects
that have the /e/ sound in their name. Then they should write the
name of
the object below the circled pictures only. You may also assess
the
students by rereading A New Bed the next day and doing a
running record
on them as they read aloud.
Reference:
Eldredge, J. Lloyd. (1995) Teaching
Decoding in Holistic Classrooms.
Murray, Bruce and Lesniak, T. (1999). The Letterbox Lesson: A
Hands-on
Approach to Teaching Decoding. The
Cowley, Joy. A New Bed. (1997) Sunshine Readers.
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