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Lesson Plan

Topic: Short e and Long e


Standards: RF.K.1b Recognize that spoken words are represented in written
language by specific sequences of letters.
RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet
Objective: Students will discover the differences between short e and long e
by making a word splash and comparing and contrasting different words.
DOK: 3
Assessment Plan: Students will be able to discover and sort short e and
long e words by comparing and contrasting different objects that are found
around the room. Students will name the object and say the vowel sound and
sort the object into the correct pile by comparing it to the objects already in
the piles. The students will do this as a whole class, and will be able to
receive help from peers. Informal data will be collected to help guide further
instruction and to help assess individual needs.
Total Participation Techniques: Think Pair Share
Materials Needed: 12 objects that have long e and short e sound
Gain Attention: sing long e and short e song jingle. have them jump down
and down during the sound of letter.
Recall Prior Knowledge: Remind students of the story of the brother and
sister that look the same but sound very different. This time when telling the
story have paper bag puppets tell the story.
Input and Modeling: first start with naming different long e words. Ask
students what other words can make the sound. Can you name things
around the classroom? Is it outside? There are objects around the room and I
am going to ask each student to go find an object one at a time and they will
have to discover what sound each name of the object makes and then
categorize it into different piles. I will have popsicles sticks with their names
on it to have them go grab one of the objects. As the students grab the
objects I will compare and contrast the different sounds that each words
make and have the students discover the sound and what pile it belongs in
by having them compare to other objects in the pile. At the end of the
objects we will discuss what sound each pile of objects has in common. I will
ask the students what sound does the vowel make in the this word? We will
then go through the objects and make sure that each object is in the correct
pile and that they understand the different sounds that e makes. I will
explicitly explain that e makes both the ehh sound and the ee sound and we
need to pay attention to the different sounds so that we can improve our
spelling.

Differentiation: Some of the students are going to need a lot more


questions than other students. Cooper T and Brielle are going to need a lot
more questions to help guide their instruction.
Guided Practice (Direct Instruction), Group Organization
(Cooperative Learning), Discovery Procedure (Discovery/Inquiry):
How does the tree sound like street? What are the similarities? Are any of the
sounds the same?
can you locate any objects around the room that have the same sound as
street?
Why does the word street sound similar to word tree?
Closure: Have the class come together and once again go over and sing the
jingle for the short e and long e sound
Transition: I will dismiss the students one by one, and they have to tell me
the sound for long e and then give me a word that has the long e sound.
Reflection: