Eh...What's up Doc?

Eh…What's up Doc?

Beginning Reading Design

Rationale: When students begin to read they must focus on blending phonemes and sounds. Tongue twisters, reading, and spelling are great ways students can learn phoneme awareness and become familiar with letters and sounds in words. Short vowels are often hard for young children to identify, so it is wise to start teaching those first. The goal of this lesson is for students to recognize phoneme e= /e/ in written and spoken words.

Materials:

-Matching game- matching /e/ words with a picture of an object

-Book- Red Gets Fed

-Letter tiles for each student (e,d,b,p,t,b,a,h,s,n,c,r)

-Letter boxes for each student (up to 5 boxes)

-Letterbox words: 2- Ed 3- bed, pet, bath 4- sped, bent 5- crept

-Poster with tongue twister: Eddie the Eskimo is excited about eggs in bed.

-List of letterbox words for students to read on chart

-Worksheet matching words to pictures

Procedures:

1.I will explain to children that we use reading and writing for just about everything that we do. I will tell them that in order to be able to understand what we are reading we must become able to blend certain sounds together. Next, I will model some words for the children that have the e=/e/ correspondence. 'The sound eeeeh can be found in words like fed and egg. Can you say fed? Good! Now can you say egg? Good! Do you hear how we smooth the /e/ sound with the other sounds?'

2.Before we are able to blend other sounds with /e/ we must make sure that we are familiar with the /e/ sound. The letter E represents the /e/ sound. One way to remember the /e/ sound is to think of Bugs Bunny! He always says 'Eeeh, What's up Doc?' Can everyone say 'Eeeeh, What's up Doc?' and really focus on the /e/ sound.

3.Now that we understand a little more about the /e/ sound, we are going to learn a tongue twister. Listen closely as I say it first and point to the words on the poster, 'Eddie the Eskimo is excited about eggs in bed.' Now I want you to read it with me stretching out the /e/ sound like this /eeee/ddie. (Everyone together) '/eeee/ddie the /eeee/skimo is /eeee/xcited about /eeee/ggs in b/eeee/d. Good job guys! Now who can tell me how many /e/ sound were in our tongue twister? Good there was 5!

4.Since we are becoming so good at finding the /e/ sound in words I am going to ask you a few questions, but first I will give you an example. Do I hear /e/ in pet or tag? Hmm /pp/ /ee/ /tt/ I hear it in pet! Now let's see if you can find the /e/ sound. Do your hear /e/ in bed or hat? ten or sit?

5.Now we are going to do a letterbox lesson which will help us learn to spell and hear the sounds of words including the /e/ sound. (Hand letter tiles and boxes to each student) I will read a word to you and you will spell it in the boxes placing one SOUND in each box. I will start by showing you how with the word get. The first sound I hear in get is /g/ and the letter that goes with that sound is g, so I will place g in my first box. The next sound I hear is /e/ which is represented with the letter e. So e goes in the second box. The last sound in get is /t/ which is made by the letter t which means that a t will go in the last box.

6.Now it is your turn to spell using the letterboxes and your tiles. For the first word you will need two boxes because there are two sounds in the first word. The first word is Ed. ( Go through all of the words helping them when needed by pointing out the vowel, body, and then coda.)

7.Great job spelling all of the words, but now we will try to read those same words you just spelled! (Each student will read the list off of a chart)

8.Now that we finished with the words from our letterboxes, I'm going to write down some pretend words and we'll see how we can read them. Now, these words aren't real, but they may look like some real ones that you have come across before. (I will then write the following pseudo words on the board): heb, sem, nep. This will help me to assess their decoding and blending skills.

9.Now we are going to read a book called Red Gets Fed. This is about a dog named Red. He is hungry and trying to figure out how to get some food. To see if he gets fed, we will have to read the story. Listen closely for the /e/ sound as we read and don't forget to think about Bugs Bunny saying 'Eeeeh, What's up Doc?' Students will get with a partner so that each child has an opportunity to read.

Assessment:

For assessment I will have the students complete a worksheet matching words with the /e/ sound to the correct picture of the action or item. The students must be able to decode the /e/ sound and be able to blend the sounds together in order to correctly complete the worksheet.

Reference:

-Book: Red Gets Fed. Educational Insights, 1990.

-Internet site: Picture to word workseet http://www.edhelper.com/themes/LetterE_PicturePuzzles_5.htm

-Eddie the Eskimo by Ashley Baker http://www.auburn.edu/academic/education/reading_genie/sightings/bakerbr.html

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