A Seal Who Loves Peaches and Cream


Lauren Barrowclough

Begining Reading

 

Rationale: Children must know how to decode different correspondences in order become better, fluent readers.   This lesson is designed to help children understand that when you put the letters “e” and “a” together they make the E sound.  After identifying the correspondence ea = /E/, children will be able to identify it in spoken language and in written text.  This lesson is designed to help students become more fluent readers through listening for a correspondence in speech, recognizing a correspondence in text, and decoding. 

Materials:
Letter boxes (for each child)
Letters (for each child) t, e, a, s, p, m, c, h, l, b, g, r, d
Chart paper with tongue twister: The SEAL will READ by the SEA and EAT PEACHES and CREAM.
Book (for each child): Sheep Out to Eat by Nancy Shaw
Worksheet with ea and e phonemes pictures


Procedures:

 "Do you remember when we learned that /e/ sounds like a person who is hard of hearing?  That is a short /e/ sound.  I am going to say some words, put your hand over your ears when you hear the /e/ sound: red, fed, cat, tent, tan, leg, egg..  Great job!! The /e/ sound was in red, fed, tent, leg, and egg."

 “A long /E/ says its name and sounds like someone screaming EEEEE We have learned that this (write “ee” on the board) tells us to use the /E/ sound and today we are going to learn a new way that letters say /E/.” When e and a are together, this is called the ea = /E/ correspondence; it says EEEEE.  Everybody says EEEEE when I count to three: one, two, and three: EEEEE !  Great Job!"

 “I have a tongue twister on my chart here.  I want you to listen carefully as I read it to you.  The seal will read by the sea and eat peaches and cream. Now say it with me.  Good Job!  Let's say it again, but this time, when you hear the /E/ sound, hold it for a second. The SEEEAAAL will rEEEAAAD by the sEEEAAA and EEEAAT pEEEAAAches and crEEEAAAm.  Excellent!  Now, what sound does the ea = /E/ correspondence make?  Great, it says EEEEE !"

 “Now I want you to take out your letter boxes and letters.  "Now we are going to practice spelling some words with the ea = /E/ sound in them." Model for the students.  "I will show you how to spell the word bead in the boxes.  I am going to place the letter representing each sound in its own box.  First I will put the l in the first box for /l/ sound.  Next I hear the /E/ sound so I need to put an ea  in the middle box, and in my last box I need a f for the /f/ sound.  Now I have spelled the word bead  by filling up all 3 of my boxes with a letter for each sound." 

 “I want you to try to spell some words using your letter boxes and letters.”  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 2 phonemes: tea, pea, sea.  Next have students add a third letter box to work on 3 phoneme words:  meat, led, seat, peach, beg. “Now I want you to add one more letter box to work on 4 phoneme words: steam, cream, sled, treat.” “Everyone is doing great!”

 “Now that everyone knows that ea = /E/, I want everyone to get a buddy and read the book, Sheep Out to Eat by Nancy Shaw.  I want both partners to read to one another.”  Ask students to listen for the /E/ sound and to also look for the special ea while they read to one another.

 Assessment:

 Each student will have a worksheet with pictures of words with ea = /E/ and pictures with e = /e/.  The students will have to circle the picture with the ea = /E/.  This will determine if they know the difference between ea = /E/ and e = /e/.

Pictures: wheat, flea, tea, bed, nest, fence, leaf, pen, jet

 References:

 Sheep Out to Eat, Houghton Mifflin, 1992, Nancy Shaw

 The Big E! by Rebecca Lee Branum  http://www.auburn.edu/rdggenie/elucid/branumbr.html

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