Emily the Excellent Elephant 


Beginning Reading Lesson
Ashley Roy

Title: Emily the Excellent Elephant

    When children are beginning to read and write, vowels are very important concepts that need to be covered.  Short vowels, and long vowels, are the building blocks of our language.  By being phonemically aware, students will be able to recognize vowels and their sounds with ease and be able to successfully blend whole words together.  This lesson will guide students to understand the correspondence of e = /e/ and help students in reading and writing with this correspondence.

1. Copy of Red Gets Fed
2. Large-print typed copy of the tongue twister "Emily the excellent elephant excites the crowd with her energy"

3. Phoneme graphic of a creaky door (door that looks old)
4. List of words for students to compare sounds (Fred/Press, fed/meat, green/bed, pen/marker)
5. Whiteboard
6. Whiteboard markers
7. Letterboxes for each student
8. Letter manipulatives for each student (l,e,d,n,b,l,l,s,t,m,p)
9. List of words for letterbox lesson (led,end,bed,bell,set,smell,sled,best,send,spent)
10. Paper and pen for running records

1.  I will begin the lesson by explaining that without language, it would be very difficult for us to communicate our wants and needs and ideas to one another.  I will then explain that the grapheme we will be covering is e = /e/. Next, I'll model the word for the students.   "The sound 'eeeh' can be found in words like Fred and press.  Can you say Fred?  "Now can you say press? Great job!!"

2.  Next I will explain that the short e sound is like an old creaky door "eeeeh".   I will show the class the phoneme graphic of the old door.  "Okay, now I want everybody to make the old creaky door sound with me, ready?"  [everyone] "eeeeeeeeeeeeeeeeeeeeeehhhhh?"  "Great job!"

3.  We will then go over our poster with the tongue twister on it.  "Okay, I want everybody to listen carefully to the tongue twister because not all of the eeeeeeeeeeeeeeeeh sounds come at the beginning. "Emily the excellent elephant excites the crowd with her enegy"  Eeeemily theee eeexceeeeleeent eeeeleeephant eeexcites theeee crowd with her eeeenergy" "Eeeeeeeeeexcelleeeeeeeeent!  Now let's all do it together again!"  The whole class will then say the tongue twister together, extending the eeeeeh sounds when they come to them.

4.  I will then ask students to compare sets of words with each other.  "Now we're going to look at word pairs.  I'm going to read two words out and you'll tell me whether you hear eeeeeh in one word or the other.  Are you ready?  Do you hear eeeh in fed or meat?  Do you hear eeeh in green or bed?  Do you hear eeeh in pen or marker?  Good job!  You did eeeeeeeexcellent!"


5.  Next we will do a letterbox lesson to spell words.  I will hand each student a set of boxes to use for the lesson.  I will then explain, "For the letterbox lesson, I am going to read out a word, and I want you to spell it in your boxes.  Now, don't forget that each little box represents ONE sound in the word.  For example [I will turn and draw three boxes on the board to portray my letterboxes] if I were to spell the word peck, I will listen for the sound‰¥Ïeeeeeh and place it in its letterbox. So I will put an e in the box. Then I will focus on the consonants and place the p in its letterbox.  Finally, I'll go to the last sound of the word k-k-k.  But I know that it is ck because it is a digraph that follows a short vowel and since c-k makes one sound, both of those letters will go in the last box. This means I will have 3 letterboxes for the word peck. 

6.  After I demonstrate the letterbox lesson, I will begin to administer the lesson to the class by reading off the following words as they spell them:  3: [led, end, bed, bell, set, bad, dad]; 4: [smell, sled, best, send, small]; 5: [spent].

7.  After we finish the spelling portion of the lesson, I will write the words on the white board and have the students read them to me one by one. The students will make sure and identify the eeeeh in each word. This will show me if they understand the eeeeh sound in spoken and written words.

8. "Everyone has done a fabulous job with our lesson today! Now I am going to write some pretend words on the board for everyone to read. These words are not real but they can still be read."  I will then write the following pseudo words on the board : leb, sem, nep, pem. This will be my assessment.

9.  "Great job with the letterbox lesson!  We're going to read the book Red Gets Fed.  This book is about a dog named Red who is really hungry in the morning and needs to find somebody to feed him. Do you think Red gets fed? Do any of you have a dog at home?  Well, let us read our story to find out!"

 I will assess the students' reading of Red Gets Fed by taking a running record while they read if time permits. The students will have already read the book Red Gets Fed earlier this week since we only take running records on books students have already read with no scaffolding. If time does not permit write new pseudowords on the white board that focus on e = /e/ and get students to call them out.

Cushman, Sheila.  Red Gets Fed.

Murray, Bruce.  The Reading Genie.  http://www.auburn.edu/academic/education/reading_genie/

Stevens, Elizabeth.  Elephants and Eggs.  http://www.auburn.edu/academic/education/reading_genie/odysseys/stevensbr.html

White, Amy.  E-E-E-E-Extra E-E-E-E-Effort.  http://www.auburn.edu/academic/education/reading_genie/odysseys/whitebr.html


Turner, Christy. Ella the Elephant


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