Eh,
What
Was That?
Beginning
Lesson Design
By:
Laura
Lee Nevins
Rationale:
In
order to become
better readers and decoders, children need to understand that letters
represent
vocal gestures or phonemes. Before children can match letters to
phonemes, they
need to be able to recognize phonemes in spoken words. This lesson plan
will
help students to identify the correspondence e=/e/ by recognizing the
sound of
an elderly person ‘eh?’ throughout words.
Materials:
Picture
of a person who
is hard of hearing (found at http://office.microsoft.com/en-us/clipart/results.aspx?qu=hearing&sc=20#12)
Chart
paper with
‘‘Eddie’s eleven elephants entered the elevator’‘
Red
Gets Fed
by S. Cushman (1990).
Carson, California: Educational Insights.
Elkonin
boxes for each
student and the teacher
The
following letter
tiles in plastic bags (one per student): b, e, d, f, p, t, s, n, l, t
Primary
paper- one per
student
Pencil-
one per student
Matching
worksheet with
pictures that have the /e/ sound and a list of words that the student
has to
match to the correct picture.
(4 pictures include: bed, egg, tent, and elephant) (word choices
include: bed,
pillow, bath / egg, bacon, milk / tent, outside, camp / elephant, dog,
hippo)
Procedure:
1.
I
will start the lesson
by writing the letter e on the board. I will ask, ‘‘Who knows what
letter this
is?’‘ ‘‘Good job! It’s the letter e!’‘ ‘‘What sounds does the letter e
make?’‘
‘‘That’s right! It sounds like what your granddad would say if he did
not hear
what you were saying’‘ ‘‘He would cup his ear and say ‘eh’ everyone do
the
motion with me and make the sound!’‘
2.
‘‘Now
let’s read this
tongue twister together.’‘ ‘‘I’ll read it first then you echo me.’‘
‘‘Eddie’s
eleven elephants entered the elevator.’‘ ‘‘Now your turn.’‘ ‘‘Good job,
now lets
say it again and this time stretch out that /e/ sound. Remember to cup
your ear
like your trying to hear.’‘ Eeeeddie’s eeeeeleven eeeeelephants
eeeeentered the
eeeelevator.’‘
3.
‘‘Now
let’s see if you
can tell me if you hear the /e/ sound in the word smell.’‘
‘‘S-s-s-sm-sm-sm-e-e-e-e-l-l-l.’‘ ‘‘Did you hear it? Good job!’‘ I will
write
the word smell on the board and point to the appropriate letter as I
model how
to blend the word. Then I will have the students blend the word with
me. ‘‘Now
let’s see if you hear the /e/ sound in some other words, cup your hands
to your
ear when you hear it.’‘ ‘‘Do you hear /e/ in bed or door, egg or bacon,
dress
or skirt?’‘ ‘‘Great job!’‘
4.
‘‘Now
I need everyone to
open up their plastic baggies with letters in them. Turn them all
so the
letter if facing up. Get your letter box and open it up as
well.’‘
I am going to first model a word then we are going to do the rest
together! My word is bed. Ok, I hear the /e/ (eh) in
bed. I
hear the sound /b/ before my /e/ so I will put the letter b then the
letter
e. Ok now, b-e-d-d-d. I heard ‘‘d’‘. b-e-d. Ok now you try
with
these words (I will say them one at a time and walk around to observe
the
students): fed, pet, send, test, dent, blend, and slept. If a
child has
misspelled a word, I will read the word as they have spelled it to see
if they
will self-correct their spelling. If they cannot self-correct the
spelling, I will model the correct spelling for the child. I will then
write
the words on the board and have students read them. I will be observing
as they
read. If they struggle, I will help them by using body- coda blending.
5.
Now,
I will
introduce the /e/ themed decodable book Red Gets Fed to the
students. I
will give a short book talk. ‘‘This is Meg and she has a pet dog named
Red. Red
is very hungry and can’t seem to wake anyone up to feed him this
morning! I
wonder if Red ever gets fed? I guess we’ll have to read it to find out!
‘‘When
you hear the /e/ sound cup your ear with your hand!" The students will
then divide into groups and read the book to eachother. Every student
will read
the book once. I will be observing and taking miscues.
6.
I
will now let the
students write a message about when they would have fed Red. They will
each have
a piece of primary paper and a pencil. I will walk around and observe
the
student’s writing.
7.
I
will then assess the
student’s by giving them a worksheet that has pictures of different
things that
have the /e/ sound in them. The pictures will have a list of four words
next to
them. The student will have to match the correct word to the
picture.(Description in materials list)
Reference:
Barton,
Kimberly
http://www.auburn.edu/academic/education/reading_genie/odysseys/bartonbr.html
Cushman,
S. Red Gets
Fed (1990). Carson, California: Educational Insights.
Murray,
Bruce. The
Reading Genie
http://www.auburn.edu/academic/education/reading_genie/letbox.html