E-E-E-E-Extra E-E-E-E-Effort

 

             

Amy White

Beginning Reading

 

- Rationale:   For every child learning to read and write, it is crucial for them to understand an important component of language, phoneme awareness.  Phoneme awareness is the ability to recognize vocal gestures in spoken words.  To aid children in phoneme awareness it often helps to teach them short vowels.  This can aid them mostly when beginning and provides scaffolding that they need in the future.  The following lesson will instruct students on the correspondence e=/e/ to help them in reading and writing texts.  This instruction will come through a letterbox lesson and reading decodable books with short e along with other correspondences that the student(s) have learned.

- Materials:

-    Phoneme Graphic of a creaky door

-   Poster with tongue twister (Everyone etched elephants every morning.)

-       Primary paper

-        Pencils

-        Copies of Red Gets Fed for students and teacher

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

-        Cards with letter box words on them (bed, egg, let, beg, smell, vent)

-        Letter box cards for students

 

-        Letter manipulatives (b, e, d, g, g, l, t, s, m, l, v, n)

-        Pseudo word list (bem, rab, jeg, pag, nem)

- Procedures:

1.      First I will begin the lesson by explaining the grapheme to be covered.  A short e is like a creaky door.  Lets make the sound of a creaky door together.  (everyone) Ehhhhhhh!" demonstrate the action of opening a door while you make the sound.  „Good job, lets make the creaky e sound together three more times.  The reason we are making our creaky e is so we can learn to read.  Each time we learn a new sound to go with a letter we can read more words.

2.      Next we will review the tongue twister from the poster.  Lets try reading our tongue twister together Everyone etched elephants every morning.  Now lets try reading it together and stretching out our e‚s.  őEeeeeeveryone eeeeeeeetched eeeeeeeeelephants eeeeeeeeeevery morning.  That was eeeeeeeeexcellent guys.  Each time you stretch out an e make the motion of a creaky door.

3.      After we practice the tongue twister as a class a few times I will ask students to identify which of 2 choices of word an /e/ is in.  In which of the following words to you hear our creaky door? Bed or bud? (Bed or bug is modeled, the following are asked to the students) Beg or bag?  Not or never? (these will be asked individually). 

4.      Here I will begin the letter box lesson.  First, I will model with the word leg.  Okay, leg llllllleeeeeeeeggggg.  First, I hear an l and then our creaky e.  Finally I gear a g.  Now you try some (let, met, peg).  Since the child has now learned and reviewed the corresponded to use for the lesson you can go strait to completing the actual boxes.  Have the children spell out the words listed above for the letter box lesson.  With this you can reinforce the idea of the creaky door /e/ correspondence.  If the student misspells the words pronounce the misspelling and provide time for students to self correct.  If the student still struggles have them stretch the word out and/or scaffold with cover-ups.  Continue through this process until the student has correctly spelled all of the words included for the lesson.  After the student completes spelling the words.  The teacher should spell the words out without the boxes and ask the students to read the words.  Now we are going to read the words we just spelled.  First lets look at leg.  We know what sound our l makes so lets mage it together (make the sound of l).  Good job now we see our creaky e, and what sound does that make?  /e/ good job.  That makes the word le.  Now all we have to do is add our last letter, a g.  Lets make the sound a g makes together.  Good job, now let‚s put all of that together.  L-e-g, leg.  Now you try it with the other words (let, met, peg).

5.      Now the teacher should introduce the book Red Gets Fed.  Tell the students: today we are going to read a book about a dog that really likes to eat a lot.  The dog‚s name is Red.  Red asks everyone that he can for food.  Lets read the story and find out if Red gets fed.

6.      Finally the students should write a journal entry.  Today we are going to write a journal.  You can write on either of the following topics.  Write about your pet.  Describe the way your pet looks and acts.  OR: Write about what your favorite food is and why.

 

Assessment:  To assess my students I will review their participation in the letter box lesson.  I will also assess their accuracy in their reading of „Red Gets Fed.š  I will also assess their journal entries for accuracy and appropriateness.  There will not be a specific quiz, test, or checklist for students to complete.  Students will also be asked to read the pseudo words listed above.

- Reference: 

Haffarnan, Jessi (Fall 2006). E-e-e-Extra Ordinary. Retrieved March 14, 2007, from Reading Genie Web site: http://www.auburn.edu/academic/education/reading_genie/persp/haffarnanbr.html

 

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