ALEX Lesson Plan

Long e With Sheep in a Jeep

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This lesson provided by:

Author:	Hannah Roberts
System:	College/University
School:	University of North Alabama

General Lesson Information

Lesson Plan ID:	33394
Title:	Long e With Sheep in a Jeep
Overview/Annotation:	This lesson is a small group phonics lesson. Using Sheep in a Jeep students will learn that ee says /e/. Students will read and write long e words and read the story Sheep in a Jeep.

Associated Standards and Objectives

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 1	R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
English Language Arts ELA2021 (2021) Grade: 1	7. Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts. a. Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels. Examples: x= /ks/; q=/kw/; a=/ă/ and /ā/, s= /s/ and /z/ b. Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position. Note: Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum. c. Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu. Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district. d. Decode words with a after w read /ä/ and a before l read /â/. Examples: wash, water, wasp; tall, all, talk, small, fall e. With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation. Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/before a, o, u, or any consonant and g=/j/ before i, e, or y f. Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words. Examples: fly, my; baby, happy; myth, gym g. Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur. h. With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue. i. With prompting and support, decode words that follow the -ild, -ost, -old, -olt, and -ind patterns. Examples: mild, host, fold, jolt, kind j. With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types. k. With prompting and support, decode words with silent letter combinations. Examples: kn, wr, mb, gh, gn l. With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-. m. With prompting and support, decode words with common suffixes, including words with dropped e and y-to-i changes for suffix addition. Examples: -s, -ed, -ing, -es, -er, -est, -en, -y, -ly n. Decode contractions with am, is, has, and not. Examples: I'm, he's, she's, isn't, don't o. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences. Examples: saw, all, made, can, his, walk, let, open, time
English Language Arts ELA2021 (2021) Grade: 1	31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately. a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables. Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns. Examples: he, me, she, go, no c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation. Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds. d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters. Examples: sh, th, ch, wh, ng, ck e. Encode words with vowel-consonant-e syllable patterns. Examples: hike, spike, joke, dime, make f. With prompting and support, encode words with the common vowel teams and diphthongs. Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur. h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch. Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch /ch/= tch after a short vowel sound as in hatch, crutch, ditch i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound. Examples: cliff, hill, pass j. Encode words with final /v/ sound, using knowledge that no English word ends with a v. Examples: have, give, save k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences. Examples: am, at, can, he, we, be, in, it, came, like l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern. Examples: said, are, to m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est. Examples: dogs, wishes, jumping, jumped, faster, fastest n. With prompting and support, encode words with common prefixes re-, un-, and mis-. o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning. Examples: hear/here; for/four; to/too/two. Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.
English Language Arts ELA2021 (2021) Grade: 2	R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
English Language Arts ELA2021 (2021) Grade: 2	10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context. a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables. b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words. Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on c. Decode and encode words with three-consonant blends and blends containing digraphs. d. Decode and encode words with consonant digraphs, trigraphs, and combinations. Examples: qu, sh, ch, th, ph, wh, tch, dge e. Decode and encode words with variable vowel teams and vowel diphthongs. Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay f. Decode and encode words with vowel-r combinations. Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns. Examples: wild, most, cold, colt, mind h. Decode and encode words with a after w read /ä/ and a before l read /â/. Examples: wash, water, wasp; tall, all, talk, small, fall i. Decode and encode words with or after w read /er/. Examples: world, word, worm, worst, work j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation. Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words. Examples: fly, my; baby, happy; myth, gym l. Decode words with silent letter combinations. Examples: kn, mb, gh m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition. Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity. Examples: decodable - number, way, my, than, word decodable except for one irregularity - other (o is schwa), from- (o is schwa) what - (a is schwa or short o depending on dialect) o. Decode and encode contractions with am, is, has, not, have, would, and will. Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
English Language Arts ELA2021 (2021) Grade: 2	38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately. a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le. b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly. Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j. Examples: have, give, save; cage, rage, budge, lodge d. Encode one- and two-syllable words with long and short vowel patterns. e. Encode words with two- and three-consonant blends, including those containing digraphs. Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr f. Encode words with consonant digraphs, trigraphs, and combinations. Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu g. Encode words with the common vowel teams, including diphthongs. Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh h. Encode words with vowel-r combinations. Examples: ar, or, ir, er, ur, air, ear, oar i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns. Examples: wild, cold, most, colt, mind j. Encode words with a after w read /ä/ and a before l read /â/. Examples: wash, water, wasp; tall, all, talk, small, fall k. Encode words with or after w read /er/. Examples: world, word, worm, worst, work l. Encode words with hard and soft c and g. Examples: carry, cent; game, giraffe m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words. Examples: fly, my; baby, happy; myth, gym n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition. Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity. Examples: decodable - number, way, my, than, word decodable except for one irregularity - other (o is schwa); from- (o is schwa); what- (a is schwa or short o depending on dialect) p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately. Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning. Examples: their/they're/there; eight/ate; cent/scent/sent

Local/National Standards:

Primary Learning Objective(s):

Students will read and write long e words.

Students will read Sheep in a Jeep with teacher guidance.

Additional Learning Objective(s):

Preparation Information

Total Duration:	31 to 60 Minutes
Materials and Resources:	pencils, paper, 6 copies of the picture book Sheep in a Jeep by Nancy E. Shaw, long e word cards (sheep, beep, jeep, deep, weep), sight word cards, sentences with the long e words from the book written on index cards, whiteboard and dry erase marker, computer and speakers to listen to YouTube video song "Double e"
Technology Resources Needed:	Listen to the "Double e" song from YouTube: Between the Lions https://www.youtube.com/watch?v=s8D1JQSdTSM
Background/Preparation:	The teacher should read the book prior to this lesson. The teacher will choose sight words that their individual students may struggle will or may not be able to read to mastery. The teacher should choose long e words from the story and write them, along with additional long e words, on index cards. The teacher will also need to listen to the "Double e" song to make sure it can be accessed.

Procedures/Activities:

Before Activity

Tell students, "Today we will be learning that ee says /e/. First, we will listen to a song about the double e letters, then we practice reading some long e words. Listen and watch the "Double e" song on YouTube. Ask students what the double e says. Next, the teacher will begin writing the long e words on the whiteboard, underlining the ee, and have students decode the words. The teacher will model two or three words before having the students read them.

During Activity:

After the entire group has decoded all of the long e words from the whiteboard; students will read these words in sentences from the book. These sentences are written on index cards prior to the lesson. Each student will practice reading the sentence and when they are ready, they will read it to the teacher. Students should read at least three sentences from index cards, or more if time allows.

Reading:

Next, the teacher will show the students the cover of the book. The teacher will say, "You have read words with long e and sentences with long, and now we are going to read a story about a sheep in a jeep that has many long e words. As you whisper read the story to yourself I am going to listen to individuals read the story. If you are struggling with a word we will work on it together when I am listening to you." If students have difficulty with a specific word(s) write them on note cards for the child to practice individually. When everyone has a chance to read the story the group will discuss what happened with the sheep and their jeep in the story.

After Activity:

The group will review what ee says. All students who struggled with certain words will be guided to decode the words written on their index cards. The teacher will check for knowledge of these words at the next group meeting time. Students will read the story independently without the teacher's assistance.

Assessment

Assessment Strategies

Students will be assessed to see if they have gained knowledge of the long e (ee) phonics skill using the assessment in the attachment section.

Acceleration:	If the basic ee words are too simple for the students the teacher can gather a list of advanced ee words and replace them with the ee words. A more difficult text may be needed as well.
Intervention:	Small groups will be pulled for intervention. Students will review the long e words. Students may use letter tiles to build long e words. A student may write the long e words in a sentence that is decodeable for them individually. The teacher will read the story to the students and then move to reading more independently as each student progresses.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.