Beginning Reading Lesson Plan


Eddie the Eskimo

Ashley Baker
Beginning reading


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.



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



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?”



I will assess the students’ reading of Pen Pals by taking a running record while they read.



Cushman, Sheila. Pen Pals. C 1990 educational insights



Turner, Christy. “Ella the Elephant”

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