Old Creaky Door
order for students to be successful readers, it is important that they
phonemically aware. To be phonemically aware, they must have an
of the short vowel sounds. . In this lesson, students
the correspondence e = /e/. Students will review the e = /e/
practice spelling and reading words with the /e/ sound.
- Chart with tongue
twister “Everybody saw Eddie and the Eskimo enter the elevator on the
- Primary paper for each
student (2 sheets per student)
- Pencils for each
- Chalk and board for
- Class set of Elkonin
- Class set of letter
- Teacher’s Elkonin
boxes and letters
- Overhead Projector
- Class set of Red
- Worksheet for
- Introduce the lesson:
“Today we are going to learn about the sound that short e makes.
Tell the students that our mouth moves in different ways when we say
different letters. We are going to be able to know how our mouth
moves when we see an e in a book.”
- Has anyone ever been
to an old house and heard the door creak open? When I hear the
old door creak, I hear /e/. Let’s all pull the creaky door open
and hear the /e/. Do you feel the way your mouth moves when you
open the creaky door? You just open you mouth slightly and your
tongue sits on the bottom.
- Let’s try a tongue
twister (on chart) using the /e/ sound. (Model first).
“Everybody saw Eddie and the Eskimo enter the elevator on the
elephant.” Now lets say it three times together. Good job!
Let’s say it a little different. When we hear /e/ stretch it out
and pull the creaky door open. Eeeveeeeerybody saw Eeeeeddieeeee
and the Eeeeeeskimo eeeeenter the eeeeeleeeevator on the
- You are going to try
to find the /e/ sound in a few words. I’m going to say some
words, and tell me which word has the /e/ sound! Raise your hand
if you know which word it is. For example, If I say bed
or floor, I will choose bed because I hear the creaky
door. Are you ready? Do you hear the /e/ sound in:
bag or beg?
pig or peg?
arm or leg?
blue or red?
- Hand out primary paper
to the students and have them get pencils out. Tell the students, we
can use the letter e to spell the mouth move /e/. Now we
are going to write the letter e. Start halfway between
the fence and the sidewalk. Draw a straight line towards the
right window and curve up and touch the fence. Go towards the
left window and draw a curve down to the sidewalk. Go towards the
right window with a little curve. You should finish halfway
between where you started the e and the sidewalk.” (I
will model it for the class.) “I want to come around and see
everyone’s excellent letter e. When I stamp it with a
smiley face, then I want you to make six more just like it.
- Now we are going to
work on spelling some words with e=/e/. We are going to
use letterboxes. Each box stands for a different mouth
move. I am going to show you how to use these boxes. I am
going to use a word with 3 mouth moves. How many boxes should I
have? Good I should have 3. (Demonstrate using overhead
projector so everyone can see). I am going to spell the word /r/
/e/ /d/. The first sound I hear is /r/, so I am going to put an r.
Then I hear that creaky door /e/, so I am going to put an e.
The last thing I hear is /d/, so I am going to put a d in the
last box. Now I want you to practice spelling some words.
(Teacher will monitor spellings). The words include 2-[Ed],
3-[beg, fed, get,], 4-[bent, test] 5-[slept, blend,
trend]. After spelling the words the teacher will put the
spelled words (without letterboxes) on the overhead projector so the
students can read the words. Teacher will demonstrate reading the
words and then have students read the words all together. “Let me
show you how to read a word. Let’s look at this word. (Put the
word step on the board). I see that creaky door /e/. (Cover
up the p and show the student ste). Now we have
/ste/. Let’s look at the last letter. (Uncover p). We have
a /p/. /ste/ /p/. Good /step/.”
- To help apply this
lesson read Red Gets Fed and give the class a brief book
talk. Tell them: Red is a dog who is very hungry and
sneaky. Red goes around the house trying to wake up Meg and other
family members in order to get some breakfast. Do you think that
Red will get fed? When reading the story and talking about it
remind the students of the /e/ phoneme that is presented. Then
read it again and have the students raise their hands when they hear
words with the sound /e/ in them. Then after reading have the
students try to remember the words with the /e/ phoneme by asking them:
what are some of the words in the book that you all raised your hand
to? When I call on them and they answer I will write them on the
board. Go back through book to see if any are left out.
- After reading the
students will write a message about their favorite pet or a pet that
they wish they had.
- For an assessment, you
can have a picture sheet with lots of different pictures using
different sounds and have the students circle the pictures with the /e/
sound in their name. For example, bed, lion, giraffe, hat, elephant,
exit, box, etc.
Sheila. Red Gets Fed. Educational Insights: Carson, CA.
Bruce. Wallach and Wallach’s Tongue
Bruce. Mouth Moves and Gestures for Phonemes. http://www.auburn.edu/rdggenie/mouthmoves.html.
Lauren. /e/ it must be old. http://www.auburn.edu/academic/education/reading_genie/constr/rockwellbr.html
Kristen. Ellen’s Elephants. http://www.auburn.edu/academic/education/reading_genie/constr/brittonbr.html
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