Elephants Eat Eggs

Malorie Poole

Rationale

For students to become skilled readers, the must learn to decode. In order for this to happen, students must learn the relationship between graphemes and phonemes. In this lesson, students will learn to read words using the /e/ sound. This will be accomplished by showing them a meaningful hand gesture, a tongue-tickler, and by reading a text that requires understanding of the relationship.

Materials

-Poster with tongue twister

-Letterbox and tiles for each student- {e,d,h,n,r,p,t,a,b,s}

-Word list: 2- {Ed} 3- {hen, red, pet, end, hat}, 4- {best, send, rath}, 5- {spent}.

-Book for each student: Red Gets Fed

-List of pseudo words: sep, fem, tep, beb, nep

Procedure

1. Introduce lesson

Say: Today we are going to learn about the letter e and the sound that it makes. The letter e makes the sound /e/. This sound reminds me of on elderly person who can not hear. (Model putting you hand to your ear like you can not hear while making the /e/ sound.) Let's try doing it together. /e/. Good job!

2. (Have tongue tickler on chart paper) Say: ok class, I am going to read a tongue tickler and I want you to listen very carefully for the /e/ sound. "Every excellent elephant eats eggs." Let's say it one time together as I point to the words. Put you listening ears on! Now we are going to say it a little slower and every time you hear the /e/ sound, I want you to put up your listening ear. Awesome job finding the /e/ sound! Now let's stretch the /e/ sound out. Eeeevery eeeescellent eeeelphant eats eeegs. Good job!

3.Say: Everyone please take out your letters and letter boxes. The letters you will need today are { e,a,d,h,n,r,p,t,b,s }. We are going to learn how to spell and read words with the /e/ sound in them with help of our letters and letterboxes. We are going to spell some words first. I am going to do one first, then you can do several on you own. (Use document camera to demonstrate with) My word has five sounds in it so I have five boxes showing. The word is spent. I spent my money at the store. Spent. I am going to sound it out again ssss-p-ee-nnn-t. I hear /s/ at the beginning so I know the first lesser is s, that goes in the first box. Next I hear the /p/ sound, so the p goes in the second letterbox. Next, I hear my listening ear /e/ sound, so I know e goes in the third box. Now, I hear the/n/ sound, so I know a n goes in the fourth box. And, last I hear the /t/ sound, so t goes in the fifth box.

4. Allow students to spell this list of words: 2- {Ed} 3- {hen, red, pet, end, hat}, 4- {best, send, rath}, 5- {spent}.Make sure to walk around the room and check on students. If a student misspells a word, pronounce it as is and see if they can fix it, if not give the students the spelling, If there are any words that are tricky return to them at the end for more practice.

6. Say: Everyone did such a great job spelling and reading our new words! Now we are going to use our /e/ sounds to read Red Gets Fed. (Pass out a copy to every child.) This book is about a dog named red and his family is asleep and he keeps trying to wake them up and beg for food. To find out if he ever gets his family up and gets fed you must read the book. Walk around the class while the students are reading to monitor progress and tell them to raise their hand if they need any help.

7. Assessment: I will ask each student to come to my desk and read five pseudo words.

References

Clipart- elephant picture