Lee and the
Bee Flee to the Tree
Rationale: Children must know how to
decode different correspondences
in order to become better, fluent readers. Using the
correspondence ee =/E/, this
lesson is designed to help students become
more fluent readers through listening for a correspondence in speech,
recognizing a correspondence in text, and decoding.
- large chart with the
tongue twister: Why did Lee and the
bee flee to
- copy of Lee and the Team, by Sheila Cushman
and Rona Kornblum, for each
- primary pencil and
paper for each child
1. Knowing certain
reading skills helps us read otherwise
difficult words; teaching this to children will improve their reading
fluency. "We are going to learn that the correspondence ee =/E/
With practice, you can use this new skill to read new and challenging
2. "Do you remember
when we learned that /e/ sounds like a person
who is hard of hearing? That is a short /e/ sound. I am
going to say some words, raise your hand when you hear the /e/ sound:
pet, ed, rag, spent, tin, top, egg, run, fed. Good, the
was in pet, ed, spent, egg, and fed."
3. "Now we are ready to
learn about the long /E/ sound. A
long /E/ says its name and sounds like someone screaming EEEEE !
When e and e are together, this is called
the ee = /E/correspondence; it says EEEEE. Everybody say EEEEE when
I count to three: one, two, and three: EEEEE ! Wonderful job!"
4. "Look at this chart
I have; it has a tongue twister on
it. Listen as I read it: Why
did Lee and the bee flee to the
tree? Say it with me. Good! Let's say it
this time, when you hear the /E/ sound, hold it for a second. Why
did Leeeeee and the beeeeee fleeeeee
to the treeeeee? Now, what
sound does the ee = /E/
Great, it says
5. "I always say a list
of words and ask you to listen for a
certain sound. Today, I want you to make the list. On a new
sheet of primary paper, think of words that say EEEEE using the ee
I'll give you a little time to think and write. Now,
share some words with me so I can write them on the board. Good,
we have: meet, tree, see, weed,
feet, flee, and of course bee!
Okay, someone wrote seat;
that does say EEEEE, but
today we are
focusing on the ee = /E/correspondence. Great
try! Let’s say all of the words
one more time together. Good work!"
6. "We have been
talking about a person named Lee
Guess what, I have a book called Lee
and the Team! Everyone gets
his or her own copy to work with today. Look at the cover of the
book with me. What sound do you see? Right, EEEEE !
How many times is that sound on the cover? Right, just one time
in the name Lee. Read
your book silently and be on the lookout
for the /E/ sound. I bet some of your words are in the
book! When you are finished, grab a partner and take turns
reading to each other. While your partner is reading, make sure
he or she is saying EEEEE at
the right times."
7. For assessment, the
teacher should carefully observe the
partner reading. Make sure the children are recognizing the long
/E/ appropriately. When they are finished reading, tell them to
go back to their seats and write three sentences to add to the end of
Lee and the Team using at
least three long /E/ words with the ee
(You are really looking for them to discover and
write long /E/ words; the addition to the story is just a creative
(1990). Lee and the Team.
CA: Educational Insights.
Eldredge, J. Lloyd.
Decoding in Holistic
Classrooms. Prentice-Hall. 1995.
Ludlum, Anna. "Eggs in
Bed." Auburn University. 2003. http://www.auburn.edu/rdggenie/insp/ludlumbr.html
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