Peek-A-Boo with /E/

Rationale:

This is a lesson that will be teaching students the long vowel ee = /E/. During this lesson students will be learning how to spell, read, and pronounce words with the letter combination of ee. They will do this through a letterbox lesson, worksheets, and answering questions I will be asking. 

 

Materials: 

• Expo-markers, 

• worksheet 

• pencils

• magnetic paper boxes with letters: ee, d, p, s, h, f, t, r

• Class copy of The Wee Little Tree

 

Procedures:

1. ~say~ Alright students this week we will be working the long vowel /E/. We have already worked with the short vowel sound /e/. We did with words like let, beg, bed, and pen. And today we will be learning about the long e with a silent e behind it. When I think of this long E I think of the fun game of Peek a Boo. 

2. ~say~ Alright so the first thing we are going to do is work on how pronouncing the long e sound. So I want you to spread your mouth like you are smiling and repeat this ee sound. Good! Keep doing the sound and rub your finger across your mouth to feel what shape it is in. Alright you can relax your mouth now. Now we will be saying words that have this in them. So the first word is seen. Say it with me okay? S-ee-n. Good job! Are you guys feeling how your mouth spreads when saying the /E/ sound. Alright next word seep. S-ee-p. Good! Other words with the sound are beef, Lee, teen, and many others. 

3. ~say~: So now that we know what we will be working with I am going to work on spelling words with the long e followed by another e. So what I am going to do is demonstrate how to do the letter box spelling. Alright so before I begin I am going to look at how many phonemes are in the word. So I am going to do the word sleep. So we have s-l-EE-p. So we have four phonemes in this word so I will draw four boxes. So we have s in the first one, l in the second one, the double e in the third, and p in the fourth box. And see this is the word sleep. [Point at each box and underline with expo marker the double ee’s in third box.]

4. ~say~ Alright now I am going to let you guys practice doing this. We will start with words with three boxes. So the first word we have is deep. For example we ask, “How deep is the water?” before getting in the ocean or a pool. So tell me what would go in the first box? [Listens and responds to answers] What goes in second box? [Responds to answers] What goes in third box? [Responds to answers] And lastly the fourth box? [Responds to answers] Good job! And what word is that? (wait for them to repeat it back) Deep! Yes! Alright, I will call someone up to do the next one. Okay class this word is sheep. Like “there is a herd of sheep” that say bah. So what should we put in the first box? [Respond to answers] And the second box? [Respond to answers] And lastly the third box? [Respond to answers] Good job! And what word is that? (wait for them to repeat it back) Sheep! Yes! Now I will call someone else up. Alright class the new word we will be doing is feet. Like “I put my feet in the sand.” So in the first box what do we have? [Respond to answers] What will we be putting in the second box? [Respond to answers] And lastly the third box? [Respond to answers] Good! And what word is that? (wait for them to repeat it back) Feet! Yes! We are going to do one last example and I will be putting the answers on the board. Alright the word is reef. Like, “Nemo the fish swims around the coral reef.” So in the first box what will put up? [Respond to answers] And the second box I will put? [Respond to answers] And lastly the third one? [Respond to answers] Good job you guys! And what word is that? (wait for them to repeat it back) Reef! Good!

5. ~say~ Can everyone get out their pencils while I pass out this worksheet. [Pass out papers] So for this worksheet I only want you to find me the double e words. Don’t worry about the ea words just yet. I want this to be practice on how to write and spell these words. [Let students on work on worksheet while walking around the room making sure they are understanding and doing it correctly.] 

6. ~say~ Alright now that everyone is done with that we will move onto learning to read with the /E/ sound. So I have a book for all of you to read. It is called The Wee Little Tree. It is about a tree who is experiencing nature. What all will the Little Tree see sitting in the woods? [Break them into partners and have them read every other page. I will be walking around the classroom.] 

 

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Resources: 

McKee Cronier Eeh, A Bee!! https://hmc0021.wixsite.com/lessondeisgn2017/beginning-reading-design

Marker, B. The Wee Little Tree. Readingelephant.com. 2008. 

Assessment Worksheet: https://www.mathworksheets4kids.com/language-arts/long-e/sorting-words.pdf