Short E Identification: Phonemic Awareness Mini Lesson

Name: Steffani Baxter

Date: October 31st, 2014
Objective or Focus: 21.) Demonstrate understanding of spoken words, syllables, and
sounds (phonemes). [RF.K.2]
a.

Isolate and pronounce the initial and medial vowel (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with
/l/, /r/, or /x/.) (Words, syllables, or phonemes written in /slashes/ refer to their
pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of
the number of letters in the spelling of the word.) [RF.K.2d]

Materials List:
- Short E Bingo Sheet
- Stuffed elephant
- Promethean Board
- Counters to cover the squares for BINGO
- White board (drawn table: (2 columns) Short E, No Short E
- Index cards with ten bed end pet
- 5 blank index cards
- Black Sharpie
- 20 Assessment Observation Sheet
Resources:
- Youtube Video: Letter Ee song
a. Link to video: http://www.youtube.com/watch?v=G4mLXnqm26w
Invitation or Introduction: To start the lesson the teacher will put the elephant at the front of
the classroom for the students to see. Today boys and girls, I have brought my friend Ellie the
Elephant. Ellie the Elephant is going to help learn about short /e/. There are two types of the
letter E, a short /e/ that makes an eh sound and a long e which makes an ee sound. So
today we will be focusing on identifying and pronouncing words with the eh short /e/ sound.
Before we get started I am going to show you a video about short /e/ and what it sounds like.
The teacher will then show students the video using the promethean board. The video they will
be watching is called Letter Ee song, Learn short e sound. After the video is over the teacher
will move into the modeling part of the lesson.
Teacher Modeling: The teacher will teach this part of the lesson in a way that is easy for the
students to understand. The teacher will ask the students to tell her what sound they hear at the
beginning of each of these words. That was a pretty cool video, right? Well, now that our online
friends have helped us learn about the short /e/ sound, boys and girls, I have a word that I need
help with, ten. (The teacher shows an index card with the word ten.) I need your help to find

out if there is a short e sound in ten. So if I want to find out if there is a short /e/ sound, I need
to sound out all the sounds in the word ten. I will look at each individual sound then say them
together, t eh n. Ten. T eh n Ten. Give a quiet thumbs up if you hear a short /e/? (Wait
for student response) Johnny, where do you hear the short /e/ sound? (Wait for student
response) Yes! It is shown by the e and it is also in the middle of the word, and what sound
does short /e/ make Allie, you had your thumb up also. (Wait for student response). Very good,
so lets put this word on the Short E part of the board. The teacher will continue this process
with the words, bed, end, and pet. The teacher will specially note where the eh sound is in
the word end and that short /e/ sounds can be at the beginning, middle or end of the word. So
what common sound do you all hear in each of these words? Ten, bed, end, pet. (The teacher
will give students time to respond). If they are struggling with the answer the teacher will read
the words again. Thats right these words all have the short /e/ sound in them, it makes an eh
sound. Say the eh sound with me three times, Eh. Eh. Eh. What are some other words that
have short /e/ in them? The teacher will give students an opportunity to respond and write
student responses on blank index cards to put on the chart.
Independent Practice: The teacher will then explain to the students the how they will practice
isolating and pronouncing short /e/. Boys and girls, I thought we could practice identifying short
/e/ by playing Short E BINGO! On the gameboard you will see words that all have the short /e/
sound in them. We will play this game as a class so that you all can hear the short /e/ in each of
these words. When you have BINGO, don't scream out BINGO, just raise your hand. When you
have BINGO, you will tell the teacher each of the words that have short /e/ in them and where
the short /e/ sound is in the word, the beginning, middle, end. Then you may pick a prize out of
the prize box. This is a game that is going to help us with our short /e/ identification. Boys and
girls, are there any questions before we start playing this game? If there are no questions the
teacher will go ahead and get started playing. The teacher will then pause to see if there are
any questions. Teacher will play the BINGO game until at least one student gets a BINGO.
When a student has BINGO, the teacher will ask the student to tell her where they see short /e/
in the word and what it sounds like.
Assessment and Reflection: While the BINGO game is going on, the teacher will quietly walk
around the room to observe students answers recording any concerns or confusion on her
observation sheet. She will be looking for whether or not the students isolate/recognize the short
/e/ sound, correctly pronounce short /e/ and determine where it is in the word. This can be used
as a reference for further differentiation if needed. Students who are doing well identifying short
/e/ will move on to more complex words while students who are struggling will continue to work
on identifying sounds in words.

Short E BINGO
B

TEN

TELL

RED

JET

BEG

NET

PEG

FREE
SPACE!!

EGG

WEB

LEG

MESS

DECK

HEN

BED

FED

SET

BET

WET

PET

Short /e/ Assessment Observation