The Door is Creaky E
Beginning Reading Lesson Design
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.
Materials:
- 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)
Procedure:
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
References:
Red
Gets Fed Educational
Insights,
“Ehh!...What
Did You Say?” by: Jessica Wallace
http://www.auburn.edu/academic/education/reading_genie/catalysts/wallacebr.html
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