Rationale: This lesson is designed to aid students in the ability to recognize different phonemes in spoken words. Short vowels should be taught first with beginning reading for better comprehension. It is also very important for students to be given meaningful representations of the phonemes in spoken words using pictures, hang gestures and tongue twisters. The main goal of this lesson is for students to be able to recognize the phoneme e= /e/ in spoken words and read words that use e=/e/.
Chart Paper with chant/tongue twister
Elkoin letterboxes for every student
Letter manipulative pieces (paper or tile) for each student
Copy of ãRed Gets Fedä for each student
Picture of Squeaky Door to represent /e/ sound
1. The lesson will start with the introduction of the short vowel phoneme e=/e/. The students will be asked to make the sound of e=/e/ and will be told that the letter that represents that sound is e. They will then be introduced to the picture of the creaky door and told that the sound that e makes is the same sound a creaky door makes. The students will be asked to say the phoneme as well as make the hand motion for opening a creaky door
2. The students will then be introduced to the chant ãEverybody saw Eddie and the Eskimo enter the elevator on the elephantä on the chart paper. The teacher will say the chant with exaggeration on the phoneme e=/e/. The teacher will also recite and model the tongue twister using the hand gesture of opening the creaky door while also exaggerating the e=/e/. The students will then be asked to repeat the tongue twister, exaggerate the phoneme and use the hand gesture when the phoneme is heard.
3. The teacher will then model and administer a shortened letterbox lesson. The teacher will draw four boxes on the board (the students will have their own letterboxes and letter manipulatives on their desk as well) and write the letters needed to spell the words to be modeled. Tell the students that you are going to spell a word using the boxes for every different sound you hear in the word. Tell the students you want to spell the word ãsendä. Start by saying the word slowly enough to hear all of the phonemes, then tell the students you hear the creaky door in the middle, an n=/n/ at the end and d=/d/ after that (while placing the letters in the correct boxes) and an s=/s/ at the beginning. Then model by writing the word on the board without the boxes. Then have four or five different words with the short e=/e/ (bed, red, bend, tent, slept) sound for the students to do at their desk. Walk around and observe as they do this. After these words have been write the words on the board and have the students read them aloud to you.
4. After the letterbox lesson, tell the students that they are going to read the story ãRed Gets Fedä. Give the students a short book talk (Red is a dog that needs some food! He goes to Meg for food but she wonât get up and give it to him! What is he going to do?!?!).
5. After reading the story the students will be asked to write a message. They will be asked to write what they would have done if they were Red.
6. For assessment, while the students are working on their messages, the teacher will go to each student individually with the activity sheet listed in the materials section. He/she will have the student read the pseudowords on the page. "I'm going to have you read some silly words for me. These are not real words but I wonder if you can help me read them. How about if you hear the creaky door sound you use your open-door motion? Okay great!" The teacher will use the checklist below to assess the students' understanding of e says /e/ as they read.
Broach, Stephanie. The Creaky Door Says ãEhhhä. http://www.auburn.edu/academic/education/reading_genie/persp/broachbr.html
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