Eh? Speak Up!
Beginning Reading
Rationale:
Children should recognize the phonemes
that are represented by letters in spoken words. Children need to be
able to do so before they can match letters to phonemes. One part of
this process is recognizing individual phonemes. In this lesson,
children will learn to identify the phoneme /e/ and read words with the
/e/ sound. The students will receive instruction in the decoding of
short e words, as well as practicing spelling the words themselves.
Materials:
Class set of Pen Pals (enough for each
student and the teacher) Written by Shelia, Cushman. Carson, Ca. 1990.
Educational Insights. Chart paper with the tongue twister "Eddie the
elephant enters the elevator with his friends, Ella and Ed." Overhead
projector, Plastic baggies with letter tiles for each student (b, e, d, f, p, t, s, n, l, t), Elkonin
boxes for each student, Primary paper for each student, Pencil for each
student, Word list for letterbox lesson: 3-jet, fed, bed, pen 4-bled,
sled, rent 5-blend, trend, stress,
Pseudo word list:
DES, BEP, JEP, MES, CEN
Procedures:
"Today we will be
working with the mouth movement that helps us make the sound for the
letter e. This is what the letter e looks like (write e on the board to
give class a visual aid). This sounds like Eh; kind of like the sound
someone makes when they cannot hear you." Model cupping your hand
behind your ear while stretching out the /e/ sound. Tell the class to
pretend like they are trying to hear what someone said while saying the
/e/ sound.
"Now I want you to listen to this tongues twister as I read it, Eddie the elephant enters the elevator with his friends, Ella and Erin. Will you read it with me this time?" We will all read it together as I point to the words in the tongue twister. "Let's say the tongue twister one more time but this time every time you hear the /e/ sound, I want you to cup your hand around your ear as if you cannot hear. Good job! Now I want you to stretch out the /e/ sound every time you hear it. EEEEddie the eeeelephant eeeeenters the eeeeelevator with his friends, EEEElla and EEErin. Great Job!"
Read these words
and call on students to tell you the answers to: "Do you hear /e/ in
press or hat? Kick or set? Dog or tent? Bed or go? Tent or ball?
"Now
I need everyone to open up their plastic baggies with letters in
them. Turn them all so the letter if facing up. Get your
letter box and open it up as well." I am going to first model a word
then we are going to do the rest together! My word is bed.
Ok, I hear the /e/ (eh) in bed. I hear the sound /b/ before my /e/
so I will put the letter b in the first box then the letter e in the
second. Ok now, b-e-d-d-d. I heard /d/. b-e-d. Ok now you
try with these words (Say them one at a time and walk around to observe
the students): fed, pet, send, test, dent, blend, and slept. If a
child has misspelled a word, read the word as they have spelled it to
see if they will self-correct their spelling. If they cannot
self-correct the spelling, then model the correct spelling for the
child. Then will then write the words on the board and have students
read them.
We
will then read Pen Pals. I will introduce the book by
giving a book talk and saying: "This story is about a baby boy named
Ben. He is in a play pen and starts to cry because his pet Ted cannot
get inside the pen and Ben cannot get out of the pen. They are both
very upset. You will have to keep reading to see if Ben and his pet Ted
will ever be able to get to one another." Pass out books to the whole
class and choose reading partners for everyone so they can read the
story to one another. I will tell them to look for the words that have
the /e/ sound in them.
Have
each student write a message about their favorite pet while you call
each student to your desk one at a time to decode pseudo words.
Assessment:
Each
child will read a list of pseudo words to see if they are able to
decode the /e/ sounds in words. I will remind the students that these
words are not real words but I want to see if they can figure out the
silly words I have put together. The words they will read are: DES,
BEP, JEP, MES, CEN.
References:
Cushman,
Sheila. Pen Pals. Carson, Ca. 1990. Educational
Insights
Eh,
What Was That? By Laura Lee Nevins
http://www.auburn.edu/academic/education/reading_genie/projects/nevinsbr.html
Reading
Genie Website
http://www.auburn.edu/academic/education/reading_genie/phonwords.html
http://www.auburn.edu/academic/education/reading_genie/gestures.html