What's that you say? Eh?
What's that you say?
Eh?
Rationale: In
order to
become better readers and decoders, children need to understand that
letters
represent vocal gestures or phonemes. Before children can match letters
to
phonemes, they need to be able to recognize phonemes in spoken
words.
Short vowels are probably the toughest phonemes to identify. This
lesson plan
will help students to identify the correspondence e=/e/ by recognizing
the
sound of an elderly person 'eh?' throughout words.
Materials:
Pencil
chart
with the tongue twister "Eddy exercises when he gets out of bed."
Primary
paper
list of pseudowords, ret, dem, sep,
wek, tam
Smart
Board/ whiteboard/chalkboard
overhead
projector
letterboxes
and letters for letterboxes r,e,d,n,t,p,t,s,l,l,h,a
a copy
of book Pen Pals, Cushman,S (1990) for each
student
picture
of Grandpa Eddy holding his ear with the letter e (reading
genie website)
Procedure:
1. I
will introduce the lesson by writing the letter e on the
board (this will also model for the students to see how to write the
letter e). "Who knows what letter this is? Great job, it is the letter
e! We know that e
can make a few sounds when we read it in a word, but today we are going
to
focus on when the letter e makes the sound "eh."Just like when your
grandpa or
someone elderly cannot hear what you are saying and they say "Ehh? What
is that
you are saying sonny?"(cup my ear with my hand to show the hand
gesture). Here
today with us, is Grandpa Eddy. He is going to help us learn this
sound." I
will put up the picture of Grandpa Eddy with the letter e.
3. Let’s read it again, and every time we hear Grandpa Eddys "Eh?" (/e/) sound, let's stretch it out and cup our ears, just like he does. I will read it first and then we will read it all together."I read, pointing to each word and holding the pointer on e while I stretch out the sound and cup my ear. "Now your turn." We will all read "Eeeeeeedy eeeeexerciseeeees wheeeen he geeeets out of beeed.
4. Now we are going to
play a game to see if all of you can pick out the /e/ sound in words
that I
say. I am going to hold up two cards with a picture and you have to
tell me
which word has the /e/ sound in it." I will hold up the pictures of the
words Red
and Sam. "Who can tell me which picture has Grandpa Eddy "Eh?" sound in
it?
Right, it’s Red! I will repeat the game with the word pairs of
spell/brick, bed/door,
press/pat, spent/ball, tent/stop, and fed/food
5.
I
will give each student a set of letterboxes and lower
case letters for a letterbox lesson. Each student will have only the
letters
needed for the words we will use. "Now we are going to use our
letterboxes to
spell some words. Remember that each box stands for one mouth movement
only. It
is not just the letter, but the whole sound. Watch me as I spell out
the word spent.
I hear /s/ so I know there is a s, I hear a /p/ so I know there’s a p. then I hear Grandpa Eddy talking
to us /e/ so I know e goes next, I
hear a /n/ so that’s a n and last I hear /t/ so I know t goes at the
end. Now
it’s your turn" I will call out each word and then after everyone
completes
the word, I will have one student come show the whole class how he/she
did it
on the overhead projector. After we go through every word, I will spell
the
words out myself without the letterboxes and have the students read the
word
back to me as a class. Words: red,net,pet,nap,tent,spell,help
I
will assess the students by having them read a list of
pseudowords to me individually. This is to make sure they have not just
memorized the spelling or only use parts of the spelling to guess the
word. The
list is composed of the words: geg, dest, mag, slem, peds, lev,
fesp, zed,
and fap (I included review words in the list).
References:
http://www.auburn.edu/academic/education/reading_genie/encounters/cadrettebr.html