EEEE it's a mouse!

 

A Beginning Reading

By Shelby Jordan

 

Rationale: This lesson teaches children about the long vowel correspondence ee=/E/. In order to read children must be able to know the sounds that correspond with the letters. In this lesson children will learn to recognize, spell, and read words containing the spelling ee=/E/. They will learn a meaningful representation (EEEEE it's a mouse!), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence ee=/E/.

 

Materials:

-graphic image of mouse

-poster with feel written on top

-letters for each child: t, e, ,e. f, l, s, d, r, t, h, p, g,

-words on whiteboard: seed, reef, teeth, sheep, greet, spree

-decodable text Lee and the Team

-assessment worksheet

-Elkonin boxes for children and myself

 

 

 

 

Procedures:

 1.Say: In order to become expert readers we need to be like detectives trying to learn the code on how to pronounce words.  We have already learned to read short vowels with e, like pet, and today we are going to learn about the long E. The long E says its name /E/. When I say /E/ I think of seeing a mouse and saying EEEE (show graphic image). Now let's look at the spelling of /E/ that we'll learn today. One way to spell /E/ is with two ee's making the ee's say /E/. (Write need on the board). The two ee's make the sound /E/.

2.Say: Before we learn about the spelling of /E/, we need to listen for it in some words. When I listen for /E/ in words, I hear e say its name /E/ and my mouth looks like I'm smiling for a picture. (Make vocal gesture for /E/). I'll show you first: feet. I heard e say its name and I felt my lips make me smile. There is a long E in feet. Now I'm going to see if it's in get. Hmm, I didn't hear e say its name and my lips didn't make me smile. Now you try. If you hear /E/ say, "EEEE it's a mouse!" If you don't hear /E/ say, "Nope not there." Is it in deed, snow, beet, lips, seed, nose? (Have children make a smiling face when they feel /E/ say its name.

3.What if I want to spell tree? "The tree has a lot of apples growing in it." To spell tree in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /t//r//E/. I need 3 boxes. Since we have two ee's in this word, we are going to put the two ee's together in the third box. The word starts with /t/, so I need a t. Its getting a little tricky so lets say this word slowly, /t//r//E/. I heard /r/, so I'll put the r right after the t. Let's sound it out again, /t//r//E/. I heard our long /E/. Now lets put our e in the last box. Now this is a little tricky, but in the word tree, we have that double e that makes the ee's say /E/. We will put the ee's in the same box together. Pretend the ee's are twins and they don't go anywhere without each other, so they have to go in the same letterbox together. Now I'll show you how to read a tough word. (Display a poster with feel at the top and model reading the word, reinforcing that the ee's make the e say /E/.) I'm going to start with the ee's, we know they say /E/. Now I'm going to put the beginning letter with it: /f/. Now I'll put that chunk together with the last sound /f/E//l/. Oh, feel, like " I don't feel good today."

4.Say: Now I'm going to have you spell words in letterboxes. You'll start out easy with two boxes for tee. A tee is something that holds your golf ball up off the ground. "The tee helped my golf ball up off the ground so I could make a good shot." What should go in the first box? (Respond to children's answers) What goes in the second box? What about our double ee's did you remember to put them together? I'll check your spelling while I walk around the room. (Observe progress). You'll need three letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /E/ and don't forget to put our "twin" ee's together in the same box. Here's the word: seed, When I planted a seed a beautiful flower grew; seed. (Allow children to spell remaining words: reef, teeth, sheep, greet, and spree.

5.Say: Now I'm going to let you read the words you've spelled. (Have children read words in unison. Afterwards, call on students to read one word on the list until everyone has had a turn.)

6.Say: You've done a great job reading words with our new spelling for ee=/E/. Now we are going to read a book called Lee and the Team. Lee leads his baseball team. He is trying to get his team to go to the game so they won't be late. The team won't listen, all they want to do is lay in the weeds. Will Lee be able to get the team to the game before they are late? You will have to read and find out! Let's pair up and take turns reading Lee and the Team. (Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After paired reading, the class re reads Lee and and Team aloud together, and stops to discuss each pages discussing the plot and making connections.

7.Say: Before we finish up with our lesson about one way to spell /E/=ee, I want to see how you can solve a reading problem. On this worksheet, you will copy the words and underline to "ee." Then, you will read the sentences and select the correct term to go inside the blank. (Don't include the ABC order part)  (Collect worksheets to evaluate their progress)

 

 

Resources:

Murray, G, Oh I didn't know! www.auburn.edu/rdggenie

Cushman and Kornblum (1990) Lee and the Team.

Assessment worksheet: http://www.spelling-help-online.com/support-files/ee-worksheet.pdf

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