Virginia Linne
Beginning
Red
Gets Fed
Rationale:
In this lesson children will
become aware
and be able to identify of the e = /e/ correspondence in spoken
and
written words. This correspondence will be experienced through
the use of
a tongue twister, letterbox lesson, and shared and individual
reading.
Materials:
paper
and pencils for each child, copies of Red
Gets Fed, chart with tongue twister on it, pointer for chart, and
picture
cards with pictures of (the color red, a bed, a man named Ted, a hen, a
pen,
some men, the number ten, etc.). Tongue
Twister: Ted went to bed and Ned sent ten hens to bed.
Procedure:
1.
“Today we are going to learn about the
letter e and
the sound that it makes. After today,
you will be able to read words that e = /e/, and you will
notice the e
= /e/ sound in many words that you already know!”
2.
“Raise your hand if you’ve ever heard a
creaky
door? If you have, you know that it
makes the “eeeeh” sound. I want you to
use this to remember that e = /e/.”
Have the children practice making the sound.
3.
“Now I am going to teach you a tongue
twister that
will help you to remember some words that make the e = /e/
correspondence. Fred the Elephant went
with Ted to step on the bed.” Have the
children recite the tongue twister and see how fast they can say it and
how
many times!
4.
“Now that we know how to make the e = /e/
sound, we
are going to practice writing the letter e.”
Pass out paper and have the children practice writing the lower
case e,
and the upper case E after that. “To
make a lower case e, we start at one dot, move it to the right, and
then make a
half of a circle going counter clockwise.”
5.
“Now we are going to have a contest. I want each of you to come up with as many
words you can, that have the e =/e/ sound.
If you aren’t sure about a word, just ask
me.” After the children have spent a few
minutes thinking of words, have them come together and discuss which
words do
make the e = /e/ sound. Chart the
results, and hang them in the classroom.
6.
“Now I have some pictures of some things,
and as I
hold them up, I want you to raise your hand quietly if you think they
make the e
= /e/ sound.”
7.
Have the children gather on the floor to
read Red
Gets Fed. Then have the children
independently read the story, picking out the words that contain the e
=
/e/ correspondence. “Today we are going
to read a story that has many words containing the /e/ sound! I know how smart all of you are, and I need
you to help me find these words!” “I am
going to give you a few examples before we read the story, so that you
know
exactly what you are looking for.”
8.
Assessment:
For reading assessment I will observe
the children individually as they are working attempting to identify
the /e/
sound in their stories.
I will assess the children by having
them write a journal entry which contains as many words with the e =
/e/
sound. I will be able to tell if they
can identify the sound correctly.
References:
* Reading Genie, http://www.auburn.edu/rdggenie.html.
* Red Gets Fed,
* Asbury,
Sarah. http://www.auburn.edu/rdggenie/insp/asburybr.html.
"Icky Sticky Peanut Butter."