L ESSON P LAN ON L ONG “E” By: Erin O’Connor

G OALS OF THE L ESSON The goal of the lesson is that students will be able to segment one-syllable words into phonemes in order to spell Long “e” words. VSC Standards 1.0 General Reading Process B- phonics 2- decode words in grade-level texts b- decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns

I NTRODUCING THE L ESSON Building Prior Knowledge Review Long “a” and Long “i” vowel sounds Write a sentence and/or illustrate Long “a” or Long “i” words Introduce and Model New Knowledge Online poem “Meet the Creeps Interactive online activity Check for Understanding Interactive PowerPoint Individual Student Response Cards

Long e. yes no

G UIDED P RACTICE Story : Sheep in a Jeep Build Background Knowledge – Picture Walk Set Purpose for Reading – Learning Long “e” vocabulary words and finding out why there are sheep in a jeep Differentiated Instruction Above Grade Level Readers Independent reading Long “e” chart Write about or illustrate the story On & Below Grade Level Readers Read story in a group with teacher Discuss story with partners Vocabulary cards

I NDEPENDENT A CTIVITIES Four Centers Make a Book Center Writing Center Art Center Computer Center BBC and Starfall Web site on Long ‘e” Wrap Up Share your activity with a partner and the class Respond to teacher’s questions Include new words on classroom Word Wall

F ORMATIVE /O NGOING A SSESSMENT Provide ongoing assessment throughout the lesson by: Observing and encouraging student participation in class discussion, asking and answering questions, and volunteering comments and ideas. Visiting students throughout the center activities and provide direction, correct any errors, and affirm successes. Listening to determine if student's responses accurately answer the questions.

S UMMATIVE /E ND O F L ESSON A SSESSMENT The students will write 2 or 3 sentences using at least 5 different Long “e” words which are spelled correctly.

G RADING R UBRIC PR- The student wrote at least two complete sentences with 5 Long “e” words spelled correctly IP- The student wrote at least two complete sentences with 4 Long “e” words spelled correctly EM- The student wrote at least two complete sentences with 3 Long “e” words spelled correctly ND- The student wrote at least two complete sentences with 2 or fewer Long “e” words spelled correctly

M ATERIALS Web Sites Star Fall – Online story “Pete’s Sheep” Online interactive activity building ee words Online poem “Meet the Creeps” Online poem “A Meal by the Sea” Both poems have two interactive activities to complete after they read the poem Book Sheep in a Jeep, by Nancy Shaw Other Resources Long “e” PowerPoint Individual Response Cards Vocabulary Cards