EE! It's a Mouse!

Beginning Reading Lesson Design

BY: Sarah Leslie Smith

 

Rationale: This lesson will teach children about the vowel correspondence ee=/E/. Children must learn to recognize vowel sounds and their multiple uses before they can read and write correctly. Children will learn to read, write and

spell and ee=/E/ sound and its letter ee. Children will read a decodable text that uses the vowel correspondence ee=/E/. Children will learn to write words containing the sound and they will also practice writing the letter e in upper case and lower case. Children can remember the ee=/E/ sound by remembering, “EE! It’s a Mouse.” Children will practice what they learned in a Letterbox Lesson.

 

 

Materials: Decodable text: “Lee and the Team”. Letterboxes for each student and letters: e,s,p,d,m,t,p,f,l,b,e. List of Words: Meet, sheep, deep, sleep, fleet, beep, bee, see. Words in big texts for everyone to see. Primary paper for every child. Graphic of mouse or elephant scared of a mouse. Worksheets for every student: http://www.firstschoolyears.com/literacy/word/phonics/vowels/worksheets/ee%20words%20missing%20vowels.pdf

 

Procedure:

 

 1. Say: Hello class! We are going to learn a new sound today that will move us along to becoming even better readers than we were yesterday. When we were first learning to read we learned about the short e sound and the long E sound right? Today we are going to learn that ee=/E/. When two e’s are pushed together they make the /E/ sound. Like in the word “meet”. {Write the word meet or show a card with the word. } You can say the sound like this, “EE! It’s a mouse!” That’s a good way to help remember what the two e’s sound like. You can also hear the /E/ sound in ea=/E/. But, we will talk about that next week.

 

2. Say: Let’s listen for a few minutes. Listen for the sound /E/. What will it sound like? Do you hear /E/ in “beep”? Yes. That is a word with two e’s side by side. How are we going to make that sound with our lips? E, it sounds like separating our lips and blowing air out a narrow slit between our teeth. You try. Try saying, “EE! It’s a mouse!”. Remember the sound that you hear because you will have to find it in a word.

 

 3. Let’s try spelling the word SLEEP. “Everyone should get plenty of sleep tonight”. That is a sentence with the word sleep. Do you hear the /E/ sound in the word SLEEP? Listen closely, S-l-e-e-p. I heard it! Let’s try spelling SLEEP in these boxes using these letters. What are all the sounds I hear in the word SLEEP. I will need 4 boxes. The /E/ sounds like it comes right before the p at the end. So let’s put an e in the 3rd box. P is the last sound in sleep. The first two sounds are squished together so let’s separate them. I hear sss like a snake at the beginning, so that goes in the first box. Then I hear lll, sss-lll-ee-p. SLEEP. We have that extra e that we know belongs in the box but we don't hear it, so we put is outside the boxes. Watch me read another word with this same sound in it. Now that I know how to read this sound, I can read the words with the sound in them. Look at this word, FLEET. We see the /E/ sound and we know that F makes a fff like a f-f-fan. The second letter makes the beginning sound FL. When we add the /E/ and then tack a T on the end we have FLEET. The FLEET of ships moved very swiftly.

 4. Say: Now you guys get to spell some words. This will be a fun way to learn to spell using the sound ee=/E/. We will start with a short word. SEE. I see the water from on top of the bridge. You will only need two boxes for SEE. What goes first? Second? What about the extra e? It goes outside the boxes. Assess children’s letterbox abilities. Give them a second word, BEEP. Scaffold by asking questions and reminding about letters outside of the box. Let them spell all words if time allows, Meet, see, deep, reed, fleet, beep.

5. Say; Now you guys will get a chance to show your skills. Let’s read all these words in unison, then I might call on some of you individually to read me your word.{ Let children read, assess strugglers, observe}

6. Say; Now we get to put our reading and writing into practice by reading this lovely story. “Lee and the Team” Book Talk: Lee is the leader of the team. His team is a baseball team. One day his team has a game, but Lee cannot get his team to get to the game. What will Lee do? We will have to read to find out.

Paired reading for students alone while teacher observes. Tell students to look for ee words, but notice all words with /E/ sound. This is followed by reading aloud as a class and discuss each page and the ee=/E/ words included.

7. Say: Now you guys get to fill out some missing vowels on this worksheet. This worksheet will give you some of the letters and it will leave some of the letters out. It is your job to find the missing letters and find out what the word spells. Don’t forget the ee=/E/. EE sounds like “EE! It’s a mouse! {Collect and Review}

 

Worksheet: http://www.firstschoolyears.com/literacy/word/phonics/vowels/worksheets/ee%20words%20missing%20vowels.pdf

References:

http://www.auburn.edu/academic/education/reading_genie/odysseys/youngel.html

Doorways Beginning Reading: Murray, G. A beginning reading lesson: “Oh, I didn’t know!”

 Decodable Text: "Lee and the Team"

http://www.auburn.edu/academic/education/reading_genie/awakenings.html