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Beginning Reading Lesson Design



Beep, Beep Goes the Car!
















Beginning Reading Lesson

By: Anna Knowling


   Rationale: This lesson teaches children about the long vowel correspondence Students need to understand the correspondence ee  = /E/. In order to be able to read, children must learn to recognize, spell, and read words containing the spelling ee = /E/. They will  learn a meaningful representation (Beep Beep Goes the Car!), they will spell and read words containing this spelling in a Letterbox  lesson, and read a decodable book that focuses on the correspondence ee = /E/.






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 to read short vowels with e, like pet, and today we are going to learn about long E. When I say e, I want you to pretend that you are driving a car and you grab your steering wheel and start honking at another car! It goes beep beep! (Show graphic image)


2. Say: Before we learn about the spelling of /E/, we need to listen for it in some words. When I listen for /E/ in words, I hear the car honking its horn saying “beep beep.” [Make vocal gesture for /E/.] Now we are going to practice listening to see if we hear the long vowel e in some words. First, I will show you: flee; Yay! I heard the car horn beeping! Now I’m going to see if it’s in fear. Hmmm, I didn’t hear the car honk its horn “beep beep.” Now you try! If you hear /E/ say “beep beep” like the car is honking its horn. If you don’t hear /E/ say, “That’s not it.” Is it in hip, bee, pet, slip, mat, or sleep?



3. Say: Let’s practice how we spell the /E/ sound in real words. We spell /E/ like ee. What if I want to spell the word sleep? “The little girl went fast to sleep.” To spell sleep in letterboxes, I first need to figure out the number of phonemes in the word. One way to figure out the number of phonemes is to drag the word out and count: /s/ /l/ /E/ /p. I need four letterboxes. I will put e in the third box and p in the last box. The word starts with /s/, so I need to place an s at the beginning of the word. Now lets listen as I repeat the word slowly and we will see what phoneme is missing: /s/ /l/ /E/ /p/. I think I heard /l/ so I’ll put an l right after the s. Awesome! Now we have spelled sleep!



4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with three boxes for bee. A bee is a type of insect, “Don’t get stung by a bee!” What should go in the first box? [Respond to children’s answers]. What goes in the second box? What goes in the third box? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need fourth letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /E/ like the car beeping. Here’s the word: sweep. “Mommy is going to sweep the kitchen floor later.” sweep. [Allow children to spell words] Time to check your work. Watch how I spell it in my letterboxes on the board: s – w – ee – p and see if you’ve spelled it the same way. {Allow children to spell the remaining words: mat, pet, bee, hip, rak, flee, slip, greed, screen, street]


5.  Say: Now I am going to let you read the words you’ve spelled. First, I’ll show you how I would read a tough word. [Display on the board with sleep on the top and model reading the word.] I will then use my cover-up critter and cover up all the letters in sleep except for s. S is known as s = /s/. The next letter we will uncover is /l/, so I have /s/ /l/. I will have the students start to blend before the vowel so they can hear what it sounds like. Then the vowels come next! The long vowel e makes the sound of car horn beeping remember! My last letter I uncover is p. Lastly, I move my cover-up critter so my students are able to see the whole word and blend all the letters together to come up with /s/ /l/ /E/ /p/. See the word is sleep! Now it’s your turn to say these words, everyone together {pet, rak, bee, mat, flee, slip, hip, and sleep, greed, screen, sweep, street}. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]


6. Say: You’ve done a great job and reading words with our new spelling for /E/: ee. Now we are going to read a book called The Mean Geese. This is a story about some geese and their contact with some dogs. The geese are trying to protect their space and the dogs are doing the same. When the dogs are protecting their space they cant help but get covered in mud. What is going to happen when the owners see their dogs and they are all muddy? Will they get mad or not care? You will have to read the book to find out! [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads The Mean Geese aloud together, and stops between page turns to discuss the plot.]


7. Say: That was a fun story. Before we finish up with our lesson about to spell /E/ = ee, I want you to complete this worksheet. On this worksheet, you will look at the picture and circle the same long vowel sound you hear, and then circle the picture for each word you circled. On the next worksheet, the student will have to read the sentence and connect the sentence to an image. The student will then have to write the related to long vowel e correspondence. [Collect worksheets to evaluate individual child progress.]







Assessment Worksheet:


Graphic Image:


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