A Fleet of Sheep
children learn to read they must learn to break the alphabetic code.
One of the
steps towards recognizing that code is understanding how to recognize
In this lesson, children will learn the correspondence ee=/E/
and written words.
Elkonin Letterboxes, Letterbox letters (ee, n, d, w,
k, s, b, f, r, l, t, c, p), pencils, Book: Lee and the Team by
Poster with tongue twister: A fleet of sheep creep the steep
Picture page including: tree, knee,
arm, eel, whale, peel, seed, sheep, and cow.
- Begin the lesson by telling the
students that the written language is like a tricky code.
What makes this code so tricky is figuring out what the
letters in the code mean. The letters
stand for mouth moves we make when we say different words.
Today we are going to work on the mouth move /E/. There are a couple of different ways to write
/E/ bit today we are going to work on ee. Remember, The short e says
/e/ like the creaky door. For example,
e-e-e-g –g and f-e-e-ed.
- Tell children when two e’s are
together in a word it makes the /E/ sound.
- Lets try a tongue twister: “A fleet of sheep creep up a steep street”. Now lets all say it together three times. Now lets say it one more time and stretch out
the /E/ sound. “ A fl-eeeee-t of sh-eeeee-p cr-eeeee-p up a st-eeeee-p
str-eeeee-t”. Fabulous job!
- Call on students to answer these
questions: Do you hear /E/ in street or
road? Tree or bush? Eel
or fish? Peer or dock?
“Great job!” to each correct answer. Now
I am going to say our tongue twister one last time very slowly, I want
you to raise your hand if you hear the /E/ in a word:
A fleet of sheep creep up a steep street.
- The class will now participate in a
letterbox lesson using ee=/E/. “ I would
like for everyone to take out their letterboxes and letter tiles. First, we are only going to have two boxes
showing.” The teacher will have her larger letterboxes and letters for
demonstration. Teacher: “I am going to make the word fee in my
letterbox, /f/ /E/, hmmm? Ohh! The /f/
goes in the first box. /E/, hmmm? I know that two e’s together will make /E/ so
they must both go in the second box!” The
teacher demonstrates this where everyone can see in her large
letterboxes. Now lets try one with three
boxes together. Lets try the word beet. “/B/ /E/ /T/, the b goes in our first box, the
two e’s go in our middle box and the t belongs in our last box!”
- “Now I would like for you to makes the
words I call out in your own letterboxes!” Words
for the lesson: (2) bee, tee, see. (3) week, seed, reel, leer (4)
fleet, creep. Write the words on the
board, after the letterbox lesson read all of the words together.
- “We are going to read a story called Lee
and the Team. Lets look at the cover!
Does any look familiar? Good job! I recognize the ee’s in the name Lee, too!” Book Talk: “Lee is a boy who plays on a team. This team is in a dilemma.
Lets find out what happens!” “Read the book to yourself,
make sure to pay special attention to the words with /E/ in them”. After reading the book the students will pair
up with a partner and take turns reading the book.
Tell the students to make sure their partners are using the
/E/ at the right time!
- Assessment: Walk
around the class and listen to the partner reading of Lee and the
Team. Make sure the students are
correctly recognizing the ee=/E/ correspondence. When
the students return to their seats a worksheet will be provided with
pictures of things that may or may not have the /E/ sound in their name. The class will go over the names of each
picture as a group, however individual student must state whether or
not the /e/ sound is included.
Sheila. (1990). Lee and the Team. Carson, CA:
McGill, Leslie. “Lee and the Bee Flee to the
Genie Website http://www.auburn.edu/rdggenie/letbox.html