Beginning Reader's Design:
Eagles Eat Electric Eels
Easily
Rationale:
In order for students to become
successful readers, they must be able to make a grapheme to phoneme
correspondence. To be able to write, they have to make the same
correspondence of phoneme to grapheme. In this lesson, the students
will learn to read and write the phoneme /E/ represented by ea.
The students will be taught to recognize the phoneme /E/ through the
use of a tongue twister and will complete a letterbox activity, as well
as read pseudo words and a decodable text with the grapheme ea.
Materials:
letterboxes (Elkonin
boxes) for each student (2 up to 5, laminated)
letter tiles: s, e, a, b,
n, h, i, c, c, k, l, t, r, m,
The Deep Sea.
Matt Sims (High Noon
Books, 1999)
Tongue Twister on a sentence strip, ''Eagles eat electric eels easily.''
Large cards with pseudo
words: leat, det, beal, fea, tep, heak
Primary paper and pencils
Large cards with LBL
words: sea, bean, shine, check, sneak, clean, chant, stream, scream
White board and dry-erase
markers
Jean and Dean worksheet
(URL below)
Procedures:
1. Sometimes when some of you are scared, you say ''Eeek!'' I want all
of you to act like you are scared and say ''Eeek!'' We are going to
talk about the /E/ sound that you make today. We learned earlier that
to spell the sound /e/ we use the letter E or e, but this is a
different sound. In this new sound, we open our mouth wider and close
it slightly more /EEEE/. This sound is called long E. One way to spell
this new sound is to use the letters ea.
So anytime you see and e and a together
like ea, remember to say /E/ (write ea=/E/ on the board).
2. Next, display the
sentence strip with the tongue twister on the board. ''Let's try to
read some long E words in this tongue twister. I'll read it
first, and then you can read it with me. Eagles eat electric eels
easily. Point to each word as it is read. Have the students read
it with you twice. ''This time let's stretch out the long E sound.
/EEEEEE/gles /EEEEEE/t /EEEEEE/lectric /EEEEEE/ls /EEEEEE/sily. Great
job! We could really hear /E/ say his name!'' Do you hear /E/
in: bee or bay? seat or ate? street or road? creep or crawl?
3. Now that students can identify /E/ in spoken words, we will complete
a letterbox lesson with the goal ea=/E/. Each student will use
their individual sets of pre-selected letters and their 2 to 5 square
Elkonin boxes. I will demonstrate the spelling and reading of the first
word: scream. ''I have five letter boxes, so I know the word 'scream'
has five phonemes or individual sounds. Listen while I sound it out
slowly like I'm stretching out a piece of bubble gum. /sss/ /kkk/ /rrr/
/EEE/ /mmm/. Now I'll listen for the first sound to put in the
first box. /sss/- that is the first sound-
s. /sss/ /kkk/. I know that
c makes that /kkk/ sound, so I am going to put it in the next box.
/sss/ /kkk/ /rrr/- I here /rrr/- that is a r, it goes
in the third letter box. /sss/ /kkk/ /rrr/ /EEE/- there is the /E/
sound, so I'll use an ea in the fourth letter box together
because they make the /E/ sound together. The last sound I hear is /s/
/k/ /r/ /E/ /mmm/- m! I will put a m in my last
letter box. That gives me /s/ /k/ /r/ /E/ /m/-
scream.
4. ''This time I want you
to try to spell some words. I will walk around and check everyone's
answer after each word. Listen carefully because I may throw in some
words we have already talked about!'' The teacher should say each word
and have the children spell them using their letters and Elkonin boxes. (2-sea, 3-bean, shine, check, 4-sneak,
clean, chant, 5-stream, scream)
5. ''Now that we have spelled the words,
let's try reading them.'' Pull out the cards with the words
already printed on them, starting with sea. ''I'll go
first. When I look at this word I see the ea on the end, and
that tells me it is going to say /E/. So this word is sea. Now I want you all to help me read the remaining
words.'' Hold up each card that has a word used in the letterbox
lesson. Begin by asking the entire class to think about how the word is
pronounced, and then call on a couple of students to answer
individually when they raise their hands.
6. ''Now that we have
spelled and read all of our words, I want everyone to create their own
words using
ea=/E/. Remember that the words should be made up.
Breat is an example of a made up word or pseudo word.'' Students should
invent words using the correspondence
ea=/E/. Have students share some of their words.
7. Students will be
sitting next to a partner. ''Now with your buddy it's time to read
The Deep Sea.'' Provide a short book talk: ''Dave
and Bill have a sail boat. The name of their sail boat is The Rip Tide.
One day they go sailing and come up on some BIG waves. What do you
think will happen to Dave and Bill and their sail boat?''
8. Pass out worksheet.
Students match the correct picture name with its picture. Students also
have to write the correct picture name below the picture. All words
have ea=/E/.
9. For assessment, call
one child at a time to work at the desk. To assess the student's
knowledge of the correspondence ea = /E/ have them read the
following pseudo words from small flashcards: leat, det, beal, fea,
tep, heak. (Check to make sure students understand that ea=/E/ and
e=/e/.)
Reference:
Tongue Tickler:
http://www.auburn.edu/academic/education/reading_genie/ticklers.html
Taylor, Hanna-Oh,
Oh, Oh!
http://www.auburn.edu/academic/education/reading_genie/projects/taylorhbr.html
Freeman, Katie-
Let���s go fly a kite!
http://www.auburn.edu/academic/education/reading_genie/projects/freemanbr.html
Assessment:
Jean and Dean
Worksheet
http://www.free-phonics-worksheets.com/html/phonics_worksheet_v2-04.html