Eh? What’s that you say, sonny boy?
Beginning
Reading Design
Rationale: This
lesson will help children identify and recognize the phonemes in words. It is important to focus on short vowels
because they are commonly used letters in words. It
is also important to learn the different
sounds the letter E makes. This
lesson will help children identify e =
/e/ in words. Students will learn to
recognize /e/ in spoken and written words by learning a meaningful
representation. It is important, in
reading, for children to
understand the short /e/ sound. The
children will develop a grapheme-phoneme correspondence for the phoneme
/e/
through gestures, tongue-twisters, letterbox lesson, listening, and
reading a
decodable book.
Materials:
Elkonin
boxes
for teacher and each student
Letterbox
plastic letters for teacher (e, h, s, n, m, t, b, d, a, l, and g)
Bags
containing
the plastic letters for students (e, h, n, m, t, b, d, a, l, and g)
"The
Elephant Eddie Gets Everything Messy" chart
Cards
with the
words: hen, met, bed, ant, belt, and leg
Projector
A
copy of the
book Elf in the Tent by Geri Murray (Genie
Collection, 2007) for each student
Paper
with short
sentences containing the short vowel E
Sentences: Get my red hat; The cat is wet; The elk has a
belt; The hen has a bed.
Procedures:
2. Let’s
pretend like we can’t hear what somebody is saying, /e/, /e/, /e/.
(Have the
students cup their hand around their ear to imitate a person trying to
hear
someone speaking). When
you make the /e/ sound you open your
mouth and the top of your tongue presses against the top of your mouth. Everybody, let’s make the /e/ sound
together.
3.
Let’s try and say some words to see if we hear the /e/ sound. When I say the word, I am going to stretch
the word out very slowly so you can listen and see if you hear the /e/
sound. Listen carefully, bbbeeet. Did you hear the /e/ sound in the word bet? That’s right!
In the middle of the word bet, my tongue pressed against the top
of my
mouth so I could make the /e/ sound.
4.
Let’s practice saying a tongue twister to help us identify words
that have
the short /e/ sound (chart). I am going
to say the sentence first, and then I want everybody to say it with me. "The Elephant Eddie Gets Everything
Messy". Now, let’s say it together
and we are going to say all of the short E’s
very slowly like we are asking someone what they said.
"The Eeeleeephant Eeedie Geeets
Eeeverything Meeessy". Great job! What words did you hear the /e/ sound in?
(Elephant,
Eddie, Gets, Everything, and Messy).
That’s right, all of those words had the short /e/ sound.
5. Give
the children elkonin boxes and letters ( I will have the letters
separated in
bags so that each child will have to get one letter from each bag). Say: Now
we are going to practice spelling words in letterboxes.
With the letterboxes, we are going to break a
word into the different sounds and put the letter the sound makes in
each box. I am going to spell the word nest (I will have elkonin boxes
displayed on a projector so that the students can watch me model the
first
word). First, I am going to sound out
the word nest, /n/, /e/, /s/,
/t/. There are four sounds in the word
nest! Since, there is four sounds, I
will need to use four elkonin boxes – one for each sound.
The first sound is /n/, so I need to put the
letter N in the first box. The
next sound is the /e/ sound, which
reminds me of the person cupping their hand around their ear, trying to
hear;
so, I know the letter E goes in the
second box. The next sound is /s/, so I
need to put the letter S in the third
box. The last sound is /t/, so I need to
put the letter T in the fourth
box. Now, I want you to try and spell
the word hen in your
letterboxes. Let’s sound out the word hen, and remember to listen for the /e/
sound, /h/, /e/, /n/. How many sounds
are in the word hen? Good!
There is three sounds in the word hen,
so you need three letterboxes. (I will
then ask the students to spell the rest of the words for the letterbox
lesson,
the words are as follows: met (3), bed (3), ant (3), belt (4), and leg
(3)).
6. I
am going to put some words on the projector for us to read together. Some of the words we are going to read now
and some of the words we are going to read in a book have the short /a/
sound. Who can remember the sound the
short /a/ makes? That’s right, the short
A makes the /a/ sound, which sounds
like a crying baby. (I will use the same
words I used in the letterbox lesson, so the students can practice
reading the
words).
7. I
will give each student a copy of Elf in
the Tent by Geri Murray. I will
first give a book talk before reading.
Book talk: Elf in the
Tent is a story
about a girl named Jan. One day, Jan’s
friends, Ben and Jess, send her a tent.
Jan packs her tent and everything she needs to go camping into
the van,
and her and her dad set off for the great outdoors.
Jan and her Dad have no idea that when they
packed the van, their pet cat, Elf, jumped in the van and hid in the
box of
camping supplies. Will Jan and her dad
find out Elf has come along to go camping?
We will have to read the book to find out what happens! I will ask the students to read along with me
and cup their hands around their ears each time they hear the short /e/
sound.
8. I
will assess the students knowledge by having them read short sentences
that
contain the short /e/ sound. The
sentences include: Get my red hat; The
cat is wet; The elk has a belt; The hen
has a bed.
References:
Hayle
Lipham. Reading Genie Website. Eddie’s Creaky Door.
http://www.auburn.edu/academic/education/reading_genie/sightings/liphambr.html
Decodable
Book:
Elf
in the Tent by
Geri Murray (Genie
Collection, 2007)
http://www.auburn.edu/academic/education/reading_genie/bookindex.html
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