The Door is Creaky E


Beginning Reading Lesson Design


Nicole Stewart

Rationale:  Learning phoneme correspondences is such an important concept for children to grasp at such a young age.  When students have a firm basis of phoneme and their correspondences, reading text becomes easier.  Reading is such a fundamental exercise that is needed in everyday activities, and can hinder ones ability in the future if not taken care of from the start.  Students who learn phoneme correspondences can recognize them when read faster and hopefully understand how to blend in a whole word.  The technique allows for children to form words, which is an important foundation for reading.   



        - Picture of door (Phon-Let Pictures) and poster of tongue twister- Eddie the elephant entered the elevator

        - A copy of Red Gets Fed for each student

        - Primary paper and pencils

        - Class set of letter tiles

        - Class set of Elkonin boxes

        - Chalk and chalkboard

        - Cards with pseudo words written on for assessment (dest, seg, heb, tez, slem, breg, sted, peds, sed, fet)



1) Introduce the letter to the students by explaining that letters are given certain sounds and the sounds help us to understand how to read them.  Today we are going to learn about the letter e.  The letter /e/ makes the sound “eh.”  Can everyone repeat that sound after me?

2) Has anyone ever opened up a door or a cabinet and heard a creaking sound like “ehhhhhh?”  This is the sound that is going to represent our short e.  When you make the creaky door sound I want you to pretend like you are opening a door.  I want everyone to pretend like they are opening their door and make the creaky door sound. 

3)  I will then show the picture of the door, and will teach them the tongue twister which is also written down on the poster.  “I have made up a tongue twister to help us hear our creaky e’s.  I am going to read it and then I want all of us to read it together slowly.  Eddie the elephant entered the elevator.”  The students will repeat it slowly after me and I will be pointing to the words for them to see and say.

4)  “I now want you to listen very carefully and I want you to pick out the words that you hear e in.  Do you hear e in bed or mat; nest or house; foot or leg; neck or back?  I want us to repeat the tongue twister once again so that we can put our creaky /e/’s to work.”  I will model the word pet sounding out each letter and leaving the vowel open for them to tell me what I put in that box.    

5) I will have all of the students go back to their seats and have them start on the letterbox lesson.  I will say a word and the students will have to place the letters in the appropriate boxes.  Word List: 3-bet, red, met, big; 4-tent, fast, nest, neck, help. Letters: b, e, t, f, n, a, t, s, d, g, h, p, r. After the students spell the words we will then take away the letterboxes and the students will read the words.   

6)  We will then read Red Gets Fed.  I will read the book to the students one time through and have them follow along.  We will then read it together.  Then we will have students pair up and read with partners.  I think that this will help with any anxiety or any child feeling uncomfortable if having to read by them. 

7)  After reading our story I will have the students write one sentence using our letter short e.  This will allow me to see if the students understand the correspondence and will test their spelling. 


Assessment:   I will call the students to come and read a list of pseudo words to me individually.  The pseudo words will help to assess their ability of short e.  I will flip through the cards one at a time and see if the child is able to read them successfully.  100-90% will let me know if they are ready to move on to another correspondence. List of words: dest, seg, heb, tez, slem, breg, sted, peds, sed, fet





Red Gets Fed Educational Insights, Carson, CA. 1990.


 “Ehh!...What Did You Say?” by: Jessica Wallace





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