Short ‘e’

Introduction Lesson

Review Cards

Sound Cards

Review and Drill beginning consonant sounds, ă, ĭ, ŏ, ŭ

“When I hold up a letter, say the letter’s name and give its sound.”

“Good job! We are going to learn a new sound today.”

 

Step 1

Student Workbook Page 31

Hold up Picture Page e – elf. Say, “The name of this letter is e. What is the name of this letter? The letter e is a vowel. The picture card for letter e is elf. Say elf. Good. When I point to the picture word, say the letter’s name, give its sound and say the picture word. Watch me as I demonstrate.”  

Say e, /ĕ/, elf  then have student repeat 3 times.

Step 2

Phonological Awareness

“Close your eyes. I will say a word. You will repeat the word and listen for the /ĕ/ sound.  If you hear /ĕ/, raise your hand. Let’s practice. Say pet. Do you hear the /ĕ/ sound in pet? Yes, you hear the /ĕ/ sound in pet so you raise your hand. Good. Let’s practice some more words.”  

Repeat this activity with:

yet, let, red, cat, yes, get, sun, bed, hat, men

Step 3

Sound Squares

Use the back cover of the Student Workbook and Sound Markers for this activity.

Say “How many sounds do you hear in the word bet? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white markers for consonant sounds and green markers for the vowel sound. Touch each marker and say its sound. Then glide your finger under the markers and say the whole word fast.”

Repeat this activity with:

bed, beg, hem, bet, let, ten, red, fed, wet, yet

Step 4

Red Words

Review and Drill red-checked Red Words on page 155.  

Write the word do on the whiteboard. Say “This is the word do.

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this 3 times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this 3 times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read and underline 3 times.

“Can you give me the word in a sentence?”

Turn to page 155 and put a red check mark next to the word do.  

Step 5

Reading

Student Workbook Page 32 – Word List: Short e

“Put your finger under the first word. Underline the vowel. What sound does the vowel say. What is the first letter in the word? Point to each letter and give its sound. Go back to the beginning of the word, glide your finger under the word and say it fast.”

Repeat with the remaining words, reading left to right.

Step 6

Sound Dictation

Student Workbook Page 35 – Sounds

“Say /ĕ/. What letter makes the /ĕ/ sound? With your finger, write the letter that says /ĕ/ on your palm. Now write the letter e on your paper. Now, look at the letter you just wrote. What is the name of this letter? What sound does it make?”

Repeat with the following sounds:

//, /s/, /ĕ/, /ŏ/, /t/, //, /x/, /ĭ/, /n/

Step 7

Word Dictation

Student Workbook Page 35 – Words

“Say begSpell the word beg by writing the letters on your palm. Now, pick up your pen and write the word beg on your paper.”

Repeat with the following words:

men, met, wet, leg, jet, pen, web, fed, peg

Step 8

Sentence Dictation

Student Workbook Page 35 – Sentences

“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”  

The bug is in the web.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

The pet hen is in the pen.

Meg got wet.

Step 9

Fluency Practice

Student Workbook Page 128 – Fluency Practice 8 

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

Step 10

Word Games

Student Workbook Page 142 – Game 5

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