Everybody Get Ready

Emergent Literacy Design

 

Lea Mclean

 

Rationale: To read and spell words children need to be able to recognize phonemes and realize that letters in the alphabet symbolize sounds. Children must first recognize phonemes in spoken words before they can read them. This lesson will be focusing on the /e/ short vowel sounds. Students will identify /e/ in a spoken word. Students will spell words with the /e/ sound in them/

 

Materials:

Copies of the Book- Red Gets Fed

Large divider

Large letters for divider

Flash cards (bed, led, bled, rest, fled, blend, hat, bat, tub, crab, brick, blob, stub)

Paper              

Pencils

 

Procedure:

  1. Start the lesson by writing /e/ on the board. I will ask the students what letter I wrote on the board. “ What is the letter I wrote on the board? Does anyone know what sound that letter makes? Well, it makes a sound that is similar to a creaky door. Can anyone tell me what a creaky door sounds like? Good it sounds like eee. The /e/ sound is hear in red, bed, and Ted. Can anyone think of a work that has the /e/ sound in it?” I will allow time for the students to think of words with the short /e/ sound.
  2. I will have the students repeat the tongue twister. “ Let’s all repeat this silly sounding sentence with the sound /e/. Ed the elephant saw Eddie and the Eskimo enter the elevator. Now, let’s use the creaky eee sound before each word in the sentence ( EEEddie the eeelephant saw the  eeeskimo eeentere the eeelevator ). Good job! Let’s repeat the sentence one more time so we can all remember the /e/ sound in words”.
  3. I will give the students two words one with the /e/ sound and one with out the /e/ sound. I will ask them to say yes when they hear the /e/ and now when the do not hear the /e/ sound in a word. “ I am going to give you two words. One word will have the /e/ sound and the other word will not have the /e/ sound in it. After I say the two words write down one or two depending on which sound you think you hear the /e/. For example, Do you hear /e/ in ten or five. Good, the answer would be ten.”. The list of words I will use (bed, led, bled, rest, fled, blend, hat, bat, tub, crab, brick, blob, stub).
  4. We will read, “ Red gets Fed” as a class and I will have them clap every time they hear the /e/ sound. I will also have them come up with a sentence that has a /e/ sounding work in it. “ I am going to read this book to the entire class. Every time you hear the /e/ sound I want you to clap”.

 

Assessment: I will assess the children by having them tell me words that have the /e/ sound in them. I will give them a list of words and have them tell me that words that have the /e/ correspondence.

 

Reference:

Red Gets Fed. Carson, CA: Educational Insights, 1990.

Murray, B.A., & Lesniak, T. (1999). The Letterbox Lesson: A hands-on approach for teaching decoding.  The Reading Teacher, 644-650.

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