Beginning Reading Lesson Plan
Eddie
the Eskimo
Rational:
For children who are
just
beginning to read, vowels are very important concepts that need to be
covered.
Short vowels, starting with a = /a/ and leading to e = /e/, and long
vowels, such
as a = /A/ and e = /E/, are the building blocks of our language. By
being
phonemically aware, students will be able to recognize vowels and their
sounds
with greater ease and be able to successfully blend whole words. This
lesson
will guide students to understand the correspondence of e = /e/ and
assist them
in reading and writing with this correspondence.
Materials:
1. Copy of Pen Pals
2. Large-print typed copy of the tongue twister “Everybody saw
Eddie the
Eskimo enter the elevator on the elephant”
3. Phoneme graphic of a creaky door from the reading genie website
4. List of words for students to compare sounds
5. Whiteboard
6. Whiteboard markers
7. Letterboxes for each student
8. Letter manipulatives for each student
9. List of words: end, fed, bell, jet, smell, sled, nest, bend, spent,
trend
for letterbox lesson
10. Paper and pencil for running records
Procedures:
1. I will explain to children that we use reading and writing for just about everything that we do. Without language we would not be able to communicate with each other about how we feel or what we want. Next, I will model some words for the children that have the e=/e/ sound. ‘The sound “eeeeh” can be found in words like pet and yell. Can you say pet? Good! Now can you say yell? Great job!!’
2. Next I will
explain that the
short e sound is like an old creaky door “eeeeh”. I will show the class
the
phoneme graphic of the old door and the opening the door hand gesture.
“Okay,
now I want everybody to make the old creaky door sound with me and at
the same
time make the hand gesture like you are opening a door, ready?”
[everyone]
"eeeeeeeeeeeeeeeeeeeeeehhhhh?” “Great job!”
3. We will then go
over the poster
with our tongue twister on it. “Okay, I want eeeeeeeeeeeverybody to
listen
veeeeeeeeery carefully to the tongue twister because not all of the
eeeeeeeeeeeeeeeeh sounds come at the beginning. ‘Everybody saw Eddie
the Eskimo
enter the elevator on the elephant. Eeeeeeeverybody saw Eeeeedie the
Eeeeeskimo
eeeeeenter the eeeeeelevator on his peeeeeeeeeet eeeeeelephant. Not all
the
eeeeeeeh sounds came from the beginning can anyone tell me which word
had the
eeeeeeeh sound in the middle? [In the middle of pet].
“Eeeeeeeeeexcelleeeeeeeeent! Now let’s all do it together!” The
whole
class will then say the tongue twister together, extending the eeeeeh
sounds
when they come to them.”
4. I will then ask
students to
compare sets of words with each other. “Now we’re going to look at word
pairs.
I’m going to read two words out and you’ll tell me whether you hear
eeeeeh in
one word or the other. Are you ready? Do you hear /e/ in dress or
shirt? Do you
hear eeeh in yellow or blue? Do you hear eeeh in pen or marker? Do you
hear
eeeh in fed or food? Good job! You did eeeeeeeexcellent!”
5. Next we will do a
letterbox
lesson to spell words. I will hand each student a set of boxes to use
for the
lesson. I will then explain, “For the letterbox lesson, I am going to
read out
a word, and I want you to spell it in your boxes. Now, don’t forget
that each
little box represents ONE sound in the word. For example [I will turn
and draw
three boxes on the board to portray my letterboxes] if I were to spell
the word
deck, I would put the d in my first box because I hear d-d-d, then I
will
listen for the next sound…eeeeeh. So I will put an e in the next box.
Finally,
I’ll go to the last sound of the word k-k-k. But I know that it is ck
because
it is a digraph that follows a short vowel and since c-k makes one
sound, both
of those letters will go in the last box.
6. After I demonstrate
the
letterbox lesson, I will begin to administer the lesson to the class by
reading
off the following words as they spell them: 3: [end, fed, bell, jet];
4:
[smell, sled, nest, bend]; 5: [spent, trend].
7. After we finish the
spelling
portion of the lesson, I will write the words on the white board and
have the
students read them to me one by one.
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. “Great job with the
letterbox
lesson! We’re going to read the book Pen pals. This book is
about a
little baby boy named Ben. He is stuck in his pen and his pet cat named
Ted is
stuck outside of his pen. They need to find a way to get together. I
wonder if
they will find a way to get to each other. Do any of you have a cat at
home? Do
you have any other kind of pets at home?”
Assessment:
I will assess the
students’
reading of Pen Pals by taking a running record while they read.
References:
Cushman, Sheila. Pen Pals. C 1990 educational insights
Turner, Christy. “Ella
the
Elephant”
http://www.auburn.edu/academic/education/reading_genie/voyages/turnerbr.html