Beep Beep Goes The Jeep!
Rational: It is important for students to understand the correlation between graphemes and phonemes. Through this students can begin to make connections between spoken words and written words.
Picture of creaky doorknob.
Tongue twister: “Sheep in a jeep go beep beep all week.”
Letter Box and tiles (2-Bee, See. 3-Free, Peek. 4-Speed, Sheet. 5-Breeze).
Note cards with the words: bee, see, free, peek, speed, sheet, and breeze.
Book: Sheep in a Jeep.
1. Say: “Hello, Students. Today we are going to be talking about the letter e. Does anyone know the sound the letter e makes in the word sheep? That’s right! It makes an eeee sound! The sound eeee reminds me of a squeaky door when it opens and shuts! Let’s make that sound together. Eeee! Eeee! Great Job!”
2. Say: “Now, let’s listen to this fun tongue twister.” At this time I will say the tongue twister out loud. “Ok, let’s listen to the tongue twister again and this time when you hear the sound eeee I want you to move your hand like you are opening a squeaky door! Ready? Sheep in a jeep drive for a week into the deep woods. Great Job!”
3. Say: “Next I want us to listen to these words very carefully and move your hand like you are opening a squeaky door if you hear the eeee sound! Ready? Do you hear eeee in keep or cat? Do you hear eeee in beep or bop? Do you hear eeee in jeep or jog? Excellent!”
4. Say: “Now, What if I want to spell the word Bee? To spell bee in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /b/ /ee/. I need 2 boxes. The word starts with /b/, that’s easy; I need a b. Now, what letter does the eeee sound make again? That’s right, the letter e makes the eeee sound!”
5. Say: “Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for See. What should go in the first box? (Respond to children’s answers). What goes in the second box? Awesome! You’ll need three letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /ee/. Here’s the word: free.” (Allow children to spell remaining words: peek, speed, sheet, breeze).
6. Say: “Now I am going to let you read the words you have spelled.” (Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn).
7. Say: “You guys have been doing such a good job! Now, lets read a book called Sheep in a Jeep. This book is about a bunch of silly sheep riding in a jeep! Do you think they will be able to drive to wherever they are going?” (Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Sheep in a Jeep).
8. Say: “Before we finish our lesson let’s do a fun activity!” (At this time the teacher will hand out the assessment sheet). “Draw a line from the word to the picture that matches it!”
Shaw, Nancy. Sheep in a Jeep. HMH Books, 1997. 26 pages.
Lesson Design: “Say Cheese with /E/” by Stephanie Pollak http://www.auburn.edu/academic/education/reading_genie/adventures/pollakbr.htm
Directions: Match the spelling word to the picture.