Beginning to Read
* Rationale:
This lesson will
help students to overcome and face the challenges that they face before
they can become fluent readers. First of all, children need to be aware
of the alphabetic principle which is the idea that letters represent
phonemes and spellings map out phonemes in spoken words. Also students
should be aware of letter-sound correspondences. Being aware of these,
students will be able to decode words. When students can decode words
quickly and with ease, then this is another completed step toward
becoming a fluent reader. This lesson will be focused on the short
vowel e. The students will become aware of the sound through practice
and recognition. The students will be able to segment words by their
phonemes and spell them using the letter tiles and letter boxes.
*Materials:
1. Letterboxes for each child
2. Letter tiles/squares=
b,e,d,p,t,t,s,f,r,n,l,c,g,h,a,k
3. Red Gets Fed for each child
(Educational Insights)
4. Primary Paper for each child
5. Pencils for each child
6. Tongue Twister Chart- Eddie and the Eskimo
enter the elevator on the elephant.
7. A Color of His Own by Leo Lionni (big
book)
*Procedures:
1.
Explain that the students will learn the letter e and its corresponding
sound.
First
introduce the students to the short vowel e. Boys and girls,
today we are going to learn the vowel e. The vowel e says
e=/e/. Sometimes it's hard to figure out how to pronounce certain
letters. Today, we are going to learn how our mouth moves when we
say /e/.
2. Review the letter a with the
students.
Last lesson we
learned that the letter a says /a/ like a
crying baby. What are some words that we learned that we hear the /a/
in? That's right we hear /a/ in hat, cap, have, and tap. That's
great! Now we are going to learn about our new letter that we are going
to learn about today.
3. Explain the letter e and its
correspondence.
Have you ever
been on a mountain and said a word and it repeated? That's called an
echo. This is how I remember the /e/ sound. Everyone put your hands
around your mouth like a megaphone. Now I want you to say each echo This time when you
say it I want you to exaggerate the /e/ in echo. So you would say it
like this e-e-e-e-e-e-e-e-cho! Let's say it again. Let's turn to a
neighbor, and now say e-e-e-e-e-e-cho. Do you see how your neighbor's
mouth is moving when he says e-e-e-e-e-e-cho? Let's say it again. Do
you see that his mouth is open and his tongue is behind bottom
teeth? Watch very carefully as we say it again. Good Job! Boys and
girls, you did such a great job on your mouth movements so we are going
to try to say this tongue twister. I want you to repeat after me (say
really slowly). Everybody saw Eddie
and the Eskimo enter the elevator on the elephant. Now this time when
we hear the /e/ sound, I want you to stretch it out just like we did
echo. Great job. Let's say it one more time, stretching it out even
more. E-e-e-e-die and the E-e-e-e-skimo e-e-e-e-nter the
e-e-e-e-l-e-e-e-vator on the e-e-e-e-le-e-e-phant. Great! That's a hard
one to say! Who wants to try it one more time?
4. Model the letter e and its
correspondence using letter boxes to spell words.
Now since you did
that so good, we are going to move onto spelling words. We are going to
use the letter tiles that you have at your desk to spell a word when I
call it out to you. Make sure that there are only three boxes that are
showing because each mouth movement deserves its own letterbox. I am
going to show you how I would spell bed using your letterboxes. I would
separate the sounds in bed. The first sound that I hear is /b/. So the
letter b would go in my
first box. The next sound that I hear is the /e/. That's our echo
sound. I would put the letter e in the second box.
Now the last sound that I hear in bed is /d/. That is the letter d, so
I would put the letter d in the last box. Now I want you to spell pet. Does your pet like
me? Tell me what was your first letter. Second? Third? Great job! The
students would continue to spell the given words during the lesson as
the teacher called them out. Words: (3: b-e-d,
p-e-t, s-a-ck) (4: s-p-e-d, r-e-n-t, f-a-s-t, b-l-e-ss)
5. Simple practice reading Red Gets Fed.
The students will
now read Red
Gets Fed
with the teacher. The teacher will be using guided reading as she reads
to the students. When the teacher gets to a word with /e/, then the
students will read the word using their megaphone to remind them of
/e/. Boys and girls everyone needs to pay attention and keep up
with me as I am reading. I want you to every time you hear me read a
word with /e/ in it, I want you to get your hands up like your
megaphone and then read the word with me again. Is everybody ready?
6.
Whole texts using A
Color of His Own by
Leo Lionni.
The students will
then read whisper read together Leo Lionni using a big book. The
students will
6. Writing a message on primary
paper.
Topic: What are your
plans for the summer?
7. Assessment by calling out
words.
Now boys and girls,
I am going to see how much you remember about the /e/ sound. I am going
to say two words at a time. I want you to write down the word that you
hear the /e/ sound in. If you don't spell it correctly, it's ok. Do the
best you can. Do you hear the /e/ sound in pet or cap? The teacher
would continue to do this using words from the letterbox lesson or the
book.
* References:
-Lauren Rockwell. It must
be old!
http://www.auburn.edu/academic/education/reading_genie/constr/rockwellbr.html
- Murray, B.A., and
Lesniak, T. (1999) "The
Letterbox Lesson: A
hands-on approach for teaching decoding."
The
-Tongue Twister
http://www.auburn.edu/academic/education/reading_genie/twisters.html