Beginning Reading: Short vowel, e
Red Headed Ellie
Puts an Egg in Her Belly
Beginning Reading: Short
vowel, e
By: Lauren Leach
Rationale: It is important that students
learn to
crack the alphabetic code by learning to decode and blend the letters
they see
in written words. Students must first understand that each written
letter
(grapheme) has a sound that is vocalized (phoneme). In this lesson,
students
will learn the short vowel e
correspondence, e=/e/. They will
learn the correspondence through a tongue twister, group letter box
lesson, and
a gesture.
-White board &
Marker
-Primary Paper &
Pencils*
-Letter Tiles: e, d,
r, g(2), f, n, c, w, t , k, s, l, h, p
and b*
-Letter boxes*
-Red Gets Fed; Phonics Reader*
-Flashcards with the
following words written:
egg,
red, den, fed, ten, check, wreck, bend slept,
-Short e
worksheets*
-1/2 size poster
with creaky door and phoneme/grapheme
-1/2 size poster
with tongue twister on it
*=Indicates #
of supplies needed for every student.
Procedure:
1. I will begin the lesson by
writing the
letter e on the white board. Boys and
girls, what letter is this? This is an e and today, we are going to
hear e make
the creaky door sound! Say /e/ and show picture of creaky door. We are going to pretend like we are
opening this creaky door whenever we hear the /e/ sound! Every time we
hear it,
I want you to open the imaginary creaky door like this… I will
model
opening creaky door and say, /e/. Great!
Now, I am going to say some words that have the /e/ sound in them, and
I want
you to practice opening the creaky door! E-e-e-e-g-g; d-e-e-e-e-e-n;
b-e-e-e-e-n-d
2. I
will then show them the tongue twister. I
will read the tongue twister aloud, Redheaded
Ellie puts an egg in her belly after getting out of bed at ten. Now, I
want you
to try it and every time you hear the /e/ sound, open the creaky door!
Students repeat the tongue twister while using
the gesture. I will also ask the students if they hear /e/ in the
following
words: set or sat? Rod or red? Bent or
burnt? Pet or pat?
3. If students still do not
understand the
/e/, we will practice more by writing the words on the board and
underlining
the e in each word. We
will stretch the word, then reread them normally.
4. We will then begin practicing
writing the
letter e. I will pass out
primary paper and pencils to each student. Model
writing letters while saying: Let’s
write the capital E by drawing a straight line from the rooftop all the
way
down to the sidewalk. Next, draw three lines across: one at the
rooftop, one at
the fence, and one at the sidewalk. Great job! Now, we are going to
draw the
lower case e. We will start by drawing a short line between the fence
and
sidewalk. We will then loop up to the fence, and curve all the way down
to the
sidewalk. Practice writing the
letters. Put a star by your very best
capital and lower case E’s! Walk by and check student progress.
5. Next, hand out the letter boxes
and letter
tiles e, d, r, g(2), f, n, c, w, t , k,
s, l, h, p and b for the letterbox lesson. Pretend—glue
your boxes to your desks. We are going to spell some words in our
letterboxes.
For this game, you will put each sound in a box. For example, if I want
to
spell the word, hen, I will put the /h/ in the first box, the /e/
in the
second box, and the /n/ in the third box. Now, let’s practice with the
word, (then). Since /th/ makes one sound, which box will we put them
in? Good, the
first box. Finish example words and then ask students to spell the
following words: egg (2 phonemes), red (3 phon), den(3 phon), fed (3
phon),
ten(3 phon), check (3 phon), wreck(3 phon), bend (4 phon), slept (5
phon). Use
each word in a sentence so that students understand the context of the
word.
Ask students to first think of how many sounds are in each sound, then
lay out
that many boxes before spelling the words. After students have spelled
all the
words, write the words on the board and ask the students to reread the
words
they have spelled.
6. Introduce decodable book, Red
Gets
Fed. Book talk: Red is Meg’s dog who begs to be fed. Who will feed Red?
Will Red get fed? We’ll have to read the book to find out! After
reading aloud, students will break into
reading buddies and reread the book. They will use the opening door
gesture
when they hear the /e/ in words.
7. I
will then pass out the worksheets as a
means of assessment. Given a word bank, students will write and match
the word
to the picture, practicing the short e
vowel.
Murray, B.A.,
and Lesnaik, T. (1999). The Letterbox Lesson: A hands on approach for
teaching
decoding. The
Red Gets
Fed. Carson,
CA.
Educational Insights. 1990. Pp.1-9.
Keasal, Lauren. Ed the Elephant Went to Fetch the
Elk
-http://www.auburn.edu/academic/education/reading_genie/projects/keasalbr.html
www.mesenglish.com
worksheet
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