Associate the uppercase letter E and lowercase letter e with the short /e/ sound in words such as egg, end, and engine.
- Engine graphic
- Picture and word cards
- E and e letter cards
- Train car graphics
- Word blending cards
- Writing practice page
The children will play with an expanding engine as they practice saying the /e/ sound in words beginning with the letter E, such as end, engine, and explode.
An expanding engine
- Cut, glue, and fold the engine graphic along the dotted lines to create an expanding engine.
- Have the children help you expand the engine by unfolding the paper.
- While emphasizing the target sound, tell the children that the expanding engine will hold pictures of things that start with the /e/ sound like engine.
- Lay out pictures of things that start with E and things that do not start with E and have the children sort the pictures.
- Have the children label each picture by writing the letter E or e on each picture as they make comments such as “envelope starts with E.”
- Let the children put the pictures that start with E in the pockets of the expanding engine.
The excellent engine
- Fill the pockets of the engine from the previous activity with picture cards and E letter cards.
- Comment that the engine is excellent.
- Pull the ends of the train in and out quickly so that the picture and word cards fall out, then comment that the engine exploded!
- Allow the children to "explode" by crouching down low and jumping up high.
- Comment that because the engine exploded, maybe it is not such an excellent engine after all.
Extending the train
- Give the children word cards and have the children circle the letter E at the beginning of each word that starts with E ( support reading as necessary).
- Have the children tape the word cards to the extra train cars.
- Attach the train cars to the engine from the previous activity to extend the train.
- Let the children put a short E word at the end of the train.
- Allow the children to drive the excellent engine around the edges of the room.
Identify, blend, and manipulate sounds
- Have the children identify the beginning, middle, and ending sounds of words by tapping their shoulder (beginning), their elbow (middle) and their fingers (end; e.g., met = /m/ tap shoulder, /e/ tap elbow, /t/ tap fingers).
- red = r + e + d
- set = s + e + t
- bed = b + e + d
- pen = p + e + n
- Have the children blend individual sounds into words by tapping their shoulder (beginning), their elbow (middle) and their fingers (ending) and then clap to say the whole word (e.g., /m/ tap shoulder, /e/ tap elbow, /t/ tap fingers = met clap hands).
- r + e + d = red
- s + e + t = set
- b + e + d = bed
- p + e + n= pen
- With word blending cards, have the children make new words by changing the vowel or either of the consonants:
- Change the beginning sound: pet → net; red → bed
- Change the ending sound: let → led; met → men
- Change the middle sound: set → sat; pen → pan; net → not
Write the target letter
- Help the children write the uppercase letter E and lowercase letter e using the writing practice page.
1. CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters in the alphabet.
2. CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.