What'd ya say? Eeeggs
For every child to know how to read they
have to understand
that words are made from letters and each letter has one or more
phoneme is a vocal gesture or a mouth formation. One
of the best predictors of reading
proficiency is phoneme awareness. It is
very important for students to learn the different phoneme in the
language. The hardest phonemes to learn
are the vowels. This lesson is going to
cover one of the vowels; short e.
Students will be able to distinguish this sound /e/ in written and
words. Students will also be able tp spell using
letterbox lessons and read words from letterbox lesson on the
Dry erase Board and markers
Sentence Strip with Tongue Twister [Even elephants
enjoy eating extra tasty eggs.]
Copies of Red Gets Fed for the class
Elkonin boxes for every student
Letters for every student (e,e,d,a,t,b,c,k,l,l,n,p,s,and
Big Elkonin Boxes with magnets to attach to the
Letter with magnets for the board (e,e,d,a,t,b,c,k,l,l,n,p,s,and
1. I will start by introducing the lesson and
explaining to the
students that writing a tuff work and it is tuff because we have to
secret code. The code is that letters
sounds are the mouth shapes we make as we say words.
This lesson is going to talk about the mouth
shape we make when we say /e/.
2. Ask students:
Do you know the sound an older person makes
when they did not hear what you said? They make an /eehh/ what'd ya
Everyone repeat that sound. Great Job! But when you make that sound
hand around your ear like this. (Show the students what you mean). Now,
going to show you how to hear that sound in eggs. E-e-e-e-eggs. That's good.
Did you hear it? Now everyone say e-e-e-eggs
with me stretching the /e/ sound out. Don't forget to place your hand
your ear when you hear /e/. Great job you found grandma.
3. Now, let's say this tongue
twister together. Even elephants enjoy eating extra tasty eggs. Good! Now
let's say it all together by this time place your hand on your ear when
hear the /e/ sound. Even elephants enjoy eating extra tasty eggs.
say it together and stretch that /e/ sound out just like grandma. Even elephants enjoy eating extra
You all did a great job.
4. Let's take out your primary
paper and I want everyone to put
their pencil below the fence. We are
going to practice writing lowercase e's.
Everyone have your pencil below the fence, ok
I want you to draw a straight line then curve over to the fence and
down to the
sidewalk. Everyone get that, let's do it
one more time together. (Repeat what you just did).
This time I want you to write it but as you
are writing it I want you to say /ehhhh/, like grandma.
Now, let's practice uppercase E.
Put your pencil on the rooftop and bring it straight down to the
sidewalk. Then go back to the rooftop
and draw a flat line at the rooftop, fence, and sidewalk.
That is how you draw an uppercase E.
Everyone get that, let's do it one more time together. (Repeat
just did). Now, everyone try drawing the
uppercase E again but this time say
ehhh, like grandma. Finish out the lines
that we started with the lowercase e and the upper case E.
5. I'm going to ask you some
questions as a class to see if you
her the /e/ sound in which word. One
word has the /e/ sound and one does not.
Tell me the one that does. Do you
hear the /e/ sound in fed or chop? See or
send? Roof or west? Dress or hat? Good Job!!
6. Now I want you to get out your
boxes and your letters. We are going to
spell some words that have
the /e/ sound in them. Before you spell
them I'm going to tell you how many boxes you should have folded out. (I will first model how to put each letter
sound in the box then give the students different words to put into
their own.) "Now the word I'm going to do first is /h/ /e/ /n/ I am
put each mouth move, sound, in a box.
/h/ is one sound so we are going to put that in the first box,
the second sound it is going to go in the second box, and /n/ is going
to go in
the third box." This word only has three
boxes and that's how we fill them. Now I
want you to try it. I'm going to give
the students words to spell, make sure I use it a sentence, and make
tell them how many boxes. 2-[Ed,
at] 3- [tab, deck,] 4- [bled, bend,
plan, swell, cent] 5-[plant, blend]. Walk around the room to make
are placing the letters in the correct boxes.
If they spell it wrong read what they spelled and sees if they
correct it on their own. If not then
model and explain the correct way to spell the word.
7. Put the words from the
letterbox lesson one by one on the
board and have the children read the words.
Model for the students how to read the word if they seem to
struggle. You can model sounding out the
word with the vowel first or the first letter of the word which ever
8. Great job! Now we are going to
read a book and see if we can
listen for the /e/ sound in it. Every time you hear the /e/ I want you
you hand to your ear like Grandma. The
book we are going to read is Red Gets Fed.
Red is a dog that is tricky at times. He
really enjoys eating. The book is about a
trick that he tries to
play on his family wonder what it is? Let's read Red Gets Fed.
to pair the students up and have them read it in partners as I walk
listen for strugglers.
9. Assessment is going to be individuals coming up
to my desk
and reading Red Gets Fed. I'm
going to do a running record on the students and see if they are
picking up on
the correspondences or not.
Murray,B.A., and Lesniak, T. (1999) The Letterbox
Lesson: A hands-on
approach for teaching decoding. The
Reading Teacher, 52, 644-656.
Red Gets Fed.
Mc Lure, Stephanie.
"Exciting E's "/e/...
what did you say?" EXCITING E'S"
to the Navigations Index