Seal Who Loves Peaches and Cream
Children must know how to decode different
in order become better, fluent readers.
This lesson is
designed to help children understand that when you put the letters “e”
together they make the E sound. After
identifying the correspondence ea =
/E/, children will be able to identify it in spoken language and in
lesson is designed to help students become more fluent readers through
listening for a correspondence in speech, recognizing a correspondence
Letter boxes (for each child)
Letters (for each child) t, e, a, s, p, m, c, h, l, b, g, r,
Chart paper with tongue twister: The SEAL will READ by the SEA and EAT PEACHES
Book (for each child): Sheep
Out to Eat by Nancy
Worksheet with ea and e phonemes
"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, put your hand over
ears when you hear the /e/ sound: red, fed, cat, tent, tan, leg,
Great job!! The /e/ sound was in red, fed, tent, leg, and egg."
“A long /E/ says its name and
sounds like someone screaming EEEEE ! We
have learned that this (write “ee”
on the board) tells us to use the /E/ sound and today we are going to
new way that letters say /E/.” When e
and a are together, this is called the ea = /E/
it says EEEEE. Everybody says EEEEE when I count
one, two, and three: EEEEE ! Great Job!"
“I have a tongue twister on my
chart here. I want you to listen
carefully as I read it to you. The seal
will read by the sea and eat peaches and cream. Now say it with me. Good Job! Let's
say it again, but this time, when you
hear the /E/ sound, hold it for a second. The SEEEAAAL will
the sEEEAAA and EEEAAT pEEEAAAches and crEEEAAAm. Excellent!
Now, what sound does the ea = /E/ correspondence make?
Great, it says EEEEE !"
want you to take out your letter boxes and
letters. "Now we are going to practice spelling some words with
ea = /E/ sound in them." Model for the students. "I will show
you how to spell the word bead in the
boxes. I am going to place the letter representing each sound in
box. First I will put the l in
the first box for /l/
sound. Next I hear the /E/ sound so I need to put an ea in the middle box, and in my last box I need a
f for the /f/ sound. Now I have spelled the word bead
by filling up all 3 of my boxes with a
for each sound."
want you to try to spell some words using your letter
boxes and letters.” As they spell each word look around at each
work to make sure that they have correctly spelled the words. Do
students clear their boards until you have checked their
with 2 phonemes: tea, pea, sea.
Next have students add a third letter box to work on 3 phoneme
led, seat, peach, beg. “Now I
want you to add one more letter box to work on 4 phoneme words: steam, cream, sled, treat.” “Everyone is
that everyone knows that ea = /E/, I want everyone to
get a buddy and read the book, Sheep
to Eat by Nancy Shaw. I
want both partners to read to one another.” Ask
students to listen for
the /E/ sound and to also look for the
special ea while they read to one another.
Each student will have a
worksheet with pictures of words
with ea = /E/ and pictures with e = /e/.
The students will have to circle the picture with the ea = /E/.
This will determine if they know the
difference between ea = /E/ and e = /e/.
tea, bed, nest, fence, leaf, pen, jet
Out to Eat, Houghton
Mifflin, 1992, Nancy Shaw
Big E! by Rebecca Lee
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