What did you say? /E-e-e-e/?


Beginning Reading Design

Marianna Waits

Rationale: In order to become better readers and decoders, children need to understand that letters represent vocal gestures or phonemes. In order to develop an understanding of words and letters, children need to learn correspondences. This lesson will help students identify the correspondence e=/e/ (short e). The lesson will develop the student’s awareness of e=/e/, by giving them instruction and practice on how to form the short e sound, as well as practice reading decodable text containing the short e sound. The students will receive instruction in the decoding of short e words, as well as practicing spelling the words themselves.

Materials: Chalkboard, chalk, chart with tongue twister written on it (Eddy the elephant was envious of the elk’s eggs), primary paper, pencils, a copy of Red Gets Fed for each student, flash cards with letterbox words written on them (bend, pest, spend, went, end), Elkonin boxes for every student, letter manipulatives for every student (e, n, d, b, w, t, p, s) overhead Elkonin boxes, and overhead letter manipulatives (e, n, d, b, w, t, p, s), overhead projector, single card with the letter e on it.

Procedure: 1. Introduce the e=/e/ correspondence and how to spot it in written text. Say: Today we are going to work with the letter e in written text (hold the letter e card for the students to see) The letter e makes the /e/ sound.

2. How does our mouth move when we say /e/? Our mouth is open with our tongue behind our bottom teeth. This is the sound an old man might make when he didn’t hear what someone said. (model cupping your hand behind your ear while stretching out the /e/ sound.) Now you pretend like you are trying to hear what someone said while saying the sound /e/."

3. Let me show you how to find the /e/ in the word bed. I’m going to say it in slow motion and listen for the old man hearing sound Bb-e-e-e-d. Slower: Bb-e-e-e-e-d. Did you hear it? I heard the old man.

4. Now let’s try a tongue twister [use the chart]. I am going to read it once and then I want all of us to read it together. "Eddy the elephant was envious of the elk’s eggs." Good. Now this time when we say it I want everyone to do their "old man hearing" motion while we drag out all of those e’s. EEEEEddy the eeeelephant was eeeenvious of the eeeeelk’s eeeeggs. Good job!

5. Call on the students to tell you how they know the answer: Do you hear /e/ in best or math? Blend or bad? Good or ever? Spend or black? Say: Let’s see if you can spot the mouth move /e/ in some words. Cup your hand behind your ear if you hear /e/: The excited elf made toy elephants for the children.

6. Now use the Elkonin boxes to do a class letterbox lesson. Hand out the letterbox sheets and the letters to each student and have them put the letters on the lower case side. The letters that they will need are: e, n, b, d, w, t, p, s. Put your letters and letterboxes on the overhead and model how to do a word. Remind them that each letterbox stands for each individual sound not each individual letter. Say: Now I am going to show you an example of what we are going to do. Model for student’s how the LBL works. Say: Now, let’s do the word "end." She wanted to end the game. Let’s see I hear /e/ first, what letter makes the sound /e/? So e goes in the first letter box. Then I hear the /n/ sound so the letter n goes in my second letterbox and then I hear /d/ what letter makes that sound? "d" good job! Now everyone let’s see if you all can do a couple of words. Words: 3-(let, bed), 4-(tend, shred, help, dress,), 5-(blend, slept, stress). Read each word with a sentence that contains the word you are working on. Walk around the classroom and make sure each student is on task. Give them a couple of minutes to figure out their letters and time to correct themselves. If a student has misspelled a word, repeat it to them just as hey have spelled it and see if they can figure out what is wrong. If they don’t correct then give them the word. After each student is finished model the correct spelling on the overhead and move onto the next word.

a.[use flashcards with each of the letterbox words written on them and have the students read the word out to you] Tell me what this word says. Good job! You all are doing a great job recognizing the old man hearing /e/ sound.

b.[introduce the decodable book: Red Gets Fed] We are all going to read Red Gets Fed.  Have you ever had a pet that wanted to be fed all of the time? Well in this book, Red the dog begs everyone in his family for food. Let’s read to see if he gets fed.

c.Have each student write a message about their favorite pet while you call each student to your desk one at a time to identify e’s in spoken words.

Assessment: To assess each student, I would have them come up individually and read three pages of Red Gets Fed. I will also test their ability to recognize the /e/ sound. While they are writing their message, I will have them come up to my desk and identify e’s in spoken words so that way I can make sure they have a good understanding of the phoneme and grapheme.

Resources: Murray, B.A., and Lesniak, T. (1999) The Letterbox Lesson: A hands on approach for teaching decoding.  The Reading Teacher, 52, 644-650.

Red Gets Fed, Carson, Educational Insights.

Asbury, Sarah. http://www.auburn.edu/rdggenie/insp/asburybr.html. "Icky Sticky Peanut Butter."

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