EEEEEE - There's a Spider on the Wall!

 

Samantha McClendon

 

Rationale:

            In order for students to become successful readers, they need to be able to recognize letters and their individual phonemes. Some vowels are used together to make their own unique sound. Long vowels are important in reading achievement. This lesson will help students identify long e, as it appears with ee and ea. They will learn to recognize ea and ee says /E/ through practice activities and be able to read words that contain E.

 

Materials:

            Copy of book / PowerPoint of Mean Geese, by: Geri Murray for each child                                                                                                                                                                                     http://www.auburn.edu/academic/education/reading_genie/bookindex.html

            Poster board with the following tongue twister: Lee's team leans on trees and meets bees!

            Note cards with the following words on them: feed, seem, grass, meat, apple, heel, foot, keep, beak.

            Primary paper and a pencil

 

Procedures:

1.      Introduce: All letters make a special sound. Today we are going to look closely at one of those special sounds made by putting two letters together. These letters are a, e, and e. When we put the e and the a together so it looks like this: (write ea on the board) and when we put e and another e together like this: (write it on the board away from ea). So ea and ee make a sound like: EEEE.

2.      Review with the students the ea and ee sound: What does that sound remind you of? It reminds me of the sound I say when I see a spider (demonstrate acting frightened and saying EEEE). Will everyone act like there's a spider on the wall and say EEEE with me? Students should practice saying /E/ while the teacher points to ea and ee on the board, to teach them and they both have the same sound.

3.      Show students a poster with a tongue twister: Now let us look at this poster. It has a tongue twister on it using words that have ea and ee in them. Look at the words as I read them and follow along with my finger. Lee's team leans on trees and meets bees! Now everyone read it with me: Lee's team leans on trees and meets bees! Let's say it two more times. Good! Now let us find the /E/ in the tongue twister. This time when we read it, let's get out our frightened EEEE and say the tongue twister slowly. L-E-E-E-E's t-E-E-E-A-A-m l-E-E-E-A-A-n-s o-n t-r-E-E-E-E-Es a-n-d m-E-E-E-E-t-s b-E-E-E-E-s!

4.      Make sure students can recognize E in spoken words. Now I'm going to say two different words. You tell me which word has /E/ in it. Yell or scream? Tree or bush? Now this one is a hard one, do you hear /E/ in Teenager or adult?

5.      Now we are going to play a game! I am going to pass out to each student a stack of cards. The cards should remain face down. When I say go you will pick up a card one at a time, flip it over, and read the word on the card. Some words have the /E/ sound. If your word does, set the card off to the side in a new stack. If you have a word on your card without the /E/ sound return the card to the bottom of the stack. I will give you about three to five minutes to work through your stack. Remember if your stuck on a word think about that EEEE sound! Good luck! Go! (The words are: feed, seem, grass, meat, apple, heel, foot, keep, beak.)

6.      Today each of you will have a copy of Mean Geese. I want you to get with a partner and take turns reading the story to each other. The story: Mean Geese begins with a mother cat and her kittens getting close to a stream. The stream belongs to some mean geese who started honking and scaring her kittens. Lad, a dog nearby, came up and heard the noise. He knew he needed to help the mother cat and her kittens flee! The geese spotted Lad and started running at him! What will happen to Lad? Will he get away from the geese and save the mother cat and her kittens?

7.      After students read Mean Geese in pairs, I will call them back to their desks. I will ask them to tell me some words they found in the story that had the /E/ sound. I will write these words on the board and each student will copy these words on a piece of primary paper. Some of the words include: geese, stream, mean, flee, tease, teeth, keep, leave, etc.

8.      For my assessment of the students I will take note of the students' participation in class during the lesson. I will also assess their ability to find the /E/ sound on the note cards during the game, and in the book Mean Geese. I will also look at their ability to write these words.

 

References:

 

Whitman, Kristan. EEEEEH - Shut a Creaky Door!

http://www.auburn.edu/academic/education/reading_genie/encounters/whitmanbr.html

 

GenieBooks in PowerPoint. Mean Geese.

http://www.auburn.edu/academic/education/reading_genie/bookindex.html


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