Everyone Loves Evan the Elephant

 

Emergent Literacy Design

By Michaela King

Rationale: Becoming phonemically aware and gaining alphabetic knowledge is essential for children to become skillful readers. They must also understand the significance of lip and tongue movements in order to pronounce sounds and words. Children must also be able to identify phonemes in spoken words, as well as the corresponding graphemes in written words. One of the trickiest phonemes to learn is / e /. Since / i / and / e / have similar tongue/mouth positions, it is sometimes a challenge to distinguish the sounds in spoken and written words. However, there are many activities, such as gestures and specific words that can help children learn to pronounce words correctly using the / e / sound.

Materials:

*Book, ��� Red Gets Fed���

*Picture of an elephant with letter E on top and tongue tickler, ���Everyone Loves Evan the     Elephant��� on bottom

*Picture of door opening with letter E as knob(http://www.auburn.edu/academic/education/reading_genie/phonlet.html)

*Phoneme identities list- Red/Rod, Meg/Mat, Get/Got, Pet/Pot, Next/Not, Strength/Straight, Bent/Brake, Test/Time, Smell/Smile, Dress/Drink

*Primary Paper

*Pencil

*Assessment Sheet- Children will circle words that have the /e/ sound (http://www.enchantedlearning.com/alphabet/circlethemewords/shorte/)

Procedures:

 

1.The first thing I want to do is introduce the letter e to the children by showing them a picture of a door with the letter e as the door knob. I will say, ���Has anyone ever opened a noisy door?��� Then I would ask what them what that door sounded like. I would then say, ���Can everyone pretend to open a noisy door and say / e /. What is our mouth and tongue doing when we say / e /?��� I would model how to position the mouth and tongue then say, ���Does elephant or monkey start with the sound / e /? What is another word that has the / e / sound?��� In addition I would explain that we are going to be using the letter e and its sound many times throughout the day.

2.I would tell the children, ���whenever you hear the /e / sound twist your hand like you are opening that noisy door we talked about.��� Then I would present the picture of the elephant with the tongue tickler, Everyone loves Evan the Elephant. I would then say the tongue tickler, and then model it once by stretching it out. ���E-e-e-e-veryone loves E-e-e-e-van the E-e-e-e-lephant. How many times did you hear the /e/ sound? Now you say it with me, E-e-e-e-veryone loves E-e-e-e-van the E-e-e-e-lephant.���

3.My next step would be to tell the children that I need their help. ���Can everyone say /e/ with me again? Let me see those mouths and tongues in the right position! OK, I will be saying two words and I want you to tell me which one has the /e/ sound in it��ω�� Do you hear /e/ in..?(refer to phoneme identities list)

4.After finishing the phonemes identities list, I will ask the children to get a piece of primary paper and a pencil out. ���We are going to practice writing the letter e in upper and lower case. Let me show you how to do it first. Start drawing a straight line from right to left across the roof top. Then continue with that line down pass the fence to the sidewalk and draw another straight line along the sidewalk. Go back up to the fence and draw a straight line from left to right along the fence. Now let���s see you write 5 big e���s and 5 little e���s.

5.After the writing activity I would present the book, ���Red Gets Fed���. Depending on the amount of children in the group, I would allow each child to read a sentence. If it were a larger group, I would read the book to t students and ask them to twist their hands like they were opening a noisy door every time they heard a word with the /e/ sound. Before reading the book, I would give a brief book talk. ���Red is a dog that begs Meg and her dad to get out of bed to feed her. Sometimes it���s hard to get people out of bed. You���ll have to read to find out what happens.���

6.Once we finish reading the book, I would give the students a worksheet. They will have to circle words that have the /e/ sound.

Assessment: By reviewing each child���s worksheet and observing whether or not they were able to circle the things with the /e/ sounds, I will be able to determine if they understood the concept of the lesson.

Resources:   

Livingston, Charlotte, Iggy the Iguana is Itchy http://www.auburn.edu/academic/education/reading_genie/solutions/livingstonel.html

 

Enchanted Learning. http://www.enchantedlearning.com/alphabet/circlethemewords/shorte/

 

Reading Genie, Creaky Doorknob. http://www.auburn.edu/academic/education/reading_genie/phonlet.html

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