Creaky door e
Rationale:
This lesson teaches children about short vowel e = /e/. Children can properly decode words when they can recognize words from their spellings. In this lesson, children will be able to recognize, spell, and read words containing short vowel e. They will learn a meaningful representation (saying /e/ such as, “ehhh? What did you say?”), they will spell and read words with e = /e/ in the Letterbox Lesson, and they will read a decodable book focused on the vowel e = /e/.
Materials:
Picture of a door
Smartboard or whiteboard
Whiteboard markers
Elkonin boxes for modeling and individual Elkonin boxes for each student
Letter Manipulatives for each child and magnetic letters for teacher : e,d,t,n,w,l,l,c,k,s,a,f,r,p
List of spelling words on poster: leg, rest, mad (review of a = /a/), neck, ed, went, fast (review of a = /a/), rest, spent, left, ket, nell
Decodable Text: Get the Pets
Assessment Worksheet
Procedure:
1. Say: In order to become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned how to recognize, spell, and read words with the short vowel a = /a/. Today, we are going to focus on the short vowel e that says /e/. When I say /e/ I think of opening up a creaky door.
2. Say: Before we try to spell /e/ let’s listen for it in some words. When I listen for /e/ words, I think “Does it make an ehh like a creaky door?” [Make vocal gesture for /e/.] I’ll show you how to find it in the word leg. Let’s stretch out the word: l l l l e e e g g g. I heard the creaky door go ehh in that one! Now I’m going to see if it’s in mad. M m m a a a d d d. Hm, I didn’t hear it in that one. Now you try. If you heard /e/, put your hand out like you are turning a doorknob. If you don’t hear the /e/ just say no. Do you hear it in jet or plane? Send or mail? Cow or hen?
3. Say: Let’s practice more with a tickler tale. It all started when Eddie was at a restaurant and decided to enjoy a nice egg breakfast. He saw an Eskimo enter and wanted to talk to him and be his friend. They had a lot in common so they decided to go play some games together. Everybody saw Eddie and the Eskimo enter the elevator on the elephant.
4. Say: One way to spell /e/ is with the letter e. [Write e on the board.] What if I wanted to spell the word rest? “After the long day, I need a rest.” To spell rest in letterboxes, I need to know how many phonemes, or sounds, it has. To do this, I need to stretch the word out and count what I hear. I hear: /r/ /e/ /s/ /t/. How many sounds did you hear? That’s right! I heard four sounds so we need four boxes. [Project letterboxes on the board.] I heard /e/ before the /s/ so I’m going to put e in the second box. The word starts with /r/, so I need to put r in the first box. The next sounds I hear is /s/ so I need to put s in the third letterbox. The last sound I heard is /t/ so I will put t in the last box. Now let’s sound out each letter in the boxes and blend them together to see if we spelled drop correctly: /r/ /e/ /s/ /t/, rest! [Point to each letter in boxes when stretching out and blending the word.]
5. Say: Now I’m going to have you spell some words in letterboxes. You’ll start easy with three boxes for the word leg, like my leg bends when I hop on one foot. What should go in the first box? [Respond to students’ answers.] What goes in the second box? I’m coming around to check your spelling. [Check progress.] You’ll need four letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /e/. The word is went, like I went to the store to buy my groceries. [Give time for students to spell word.] Time to check. Watch how I spell it in my letterboxes on the board: w-e-n-t and see if your word matches mine. [repeat with neck, kick, spent).
6. Say: Now I am going to show you how to read a word [Display poster with neck on the top and model reading the word.] I see there is a single e in the middle; that’s my signal that the vowel is hard to hear. I’m going to use a coverup to read the first part. [Uncover and blend sequentially before the vowel, the blend with the vowel.] n = /n/. Now I’m going to blend that with /e/ = /ne/. Now all I need is the end, /ck/ = /nek/. Neck; that’s it. Now it’s your turn, everyone, together. [Have students read words in unison. Afterward, call on individuals to read one word on the list until everyone has had a turn.]
Say: You’ve done a great job reading words with our new spelling /e/: e. Now we’re going to read a book called Get the Pets. Tam and Tom are brother and sister and they love animals. They have ten pets! One day, Tom goes to feed the chickens and they all get out of their pen! How will they gather up all the chickens? We will have to read the book to find out! [Children pair up and take turns reading alternating pages while teacher walks around to monitor progress. After individual paired reading, the class rereads Get the Pets aloud together, and stops between pages and turns and talks about the plot.]
7. Say: That was a fun story. Did you predict how they would catch all the chickens? Before we finish with our lesson about spelling /e/ = e, I want to see how you can solve a reading problem. On this worksheet, we will color pictures that when said aloud have a short e sound. Then, we will read the words listed and circle the ones that have short e and lastly you will get a chance to write words with the short e sound.
Resources
Caroline Shea. /o/ Open Wide! https://chs0025.wixsite.com/lessondesigns/beginning-reading
Assessment Worksheet: Short e worksheet. https://www.myteachingstation.com/short-e-sound-worksheet
“Get the Pets.” https://www.readinga-z.com/book/decodable.php?id=10.
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