Going Fishing with Grandpa /e/


 Brittney Herring


Rationale: Phoneme awareness can be defined as the having the ability to pick out phoneme or vocal gestures in spoken words.  In my lesson the students will learn the short vowel e = /e/. They will learn to recognize /e/ in spoken words through memorable hand gestures and mouth movements. They will learn to write the letter and be able to find the phoneme /e/ in given words.



Poster with tongue twister on it


Letter tiles - The letters needed are: p, e, t, b, a, d, s, h, r, n, t, c, g

Primary Paper


Fishing worksheet

Book: Red Gets Fed




  1. Today boys and girls we are going fishing with Grandpa /e/.  He is very old and cannot hear very well so he is always saying /e/. When he says /e/ he always puts his hand up to his ear.  He goes /e/ (puts hand up by ear). You guys watch my mouth movement. /e/. Very good. Lets try it together /e/. Good job!
  2. Grandpas tongue twister. Everyone look up hear at the posters. Make sure you have your listening ears on.  Eddie saw Edna enter the elevator (Teacher saying it). Now boys and girls repeat after me, Eddie saw Edna enter the elevator. Very good! Now when we say /e/, we are going to hold it out and make sure to make our hand movement. Say it with me, Eeeeddie saw Eeeedna eeenter the eeeelevator.  Great job everyone, I like those hand movements!
  3. So now we have to help Grandpa hear the /e/ in our words. So you tell me what word you hear the sound /e/ in. Let me show you how I would help grandpa. Do I hear /e/ in crept or sneak? I hear /e/ in the word crept.  Now I am going to ask you a few.

Do you hear /e/ in

Sleep or rest

Bed or couch

Crept or walk

Cent or dollar

Help or hurt

  1. Next we are going to get out our letterboxes. I want you to only have 3 boxes.  Remember you can only have one sound per letterbox.  Here are your letters. Now I am going to show you how I would do it.  My word is red. So I here the sound /r/. So I am going to put that in box 1.  Then next I hear the sound /e/. So it goes in box two. My last sound I hear is /d/, and it goes in box three.  Now I want you to try the word pet. (The teacher will have the following words to give her student including the review vowel short a: 3-{pet, bad} , 4-{shred, bent, rest}, 5-{trend, crept}. 6-{strand, strength}. The letters needed are: p, e, t, b, a, d, s, h, r, n, t, c, g
  2. Now we are going to put our letters boxes away and I am going to ask you to spell some words.  Let me show you how I would do it.  I am going to ask you to spell the word pet. So I would find the /p/ sound, then the /e/ sound, then the /t/ sound (teacher lays out the letters while she spells it.  Now you try one! Try to spell the word rest. (Teacher can use the words from the letterbox lesson).
  3. Now we are going to take out our primary paper and practice writing the letter e. Since grandpa cant hear very well, he may need to read what you have to say, so lets practice! (Teacher draws on board with practice paper lines drawn on it). So get in the center of the space below the fence, go straight across toward the door (right), curve up to touch the fence, curve down and around to touch the sidewalk and up just a little bit.  Now, everyone practice writing your E. Good Job!
  4. Now we are going to read the book, Red Gets Fed. This is Grandpas favorite book and he loves to hear it read to him. Red is dog and he loves to eat food. In fact, it is his favorite thing to do! So do you think Red gets the food he wants to eat? I dont know and I know Grandpa really wants to hear his favorite book, so I guess you will have to read to find out about Red.



1.     Give the students a worksheets with a fishing pole and under it, it has the e = /e/.  On the other side will be fishes with different words on them. The students will then connect the words that have /e/ sound in them to the fishing pole.



Bruce Murray



Marthe Schreitmueller



Keri Beall


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