Phonics Reading and Me Teacher Lesson Card

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Long e spelled ee, ea ABOUT THIS LESSON Primary Phonics Skill Objectives • Decode and encode long e words spelled with ee and ea.

• Read long e vowel team words in connected text.

Secondary Phonics Skill: long e words spelled ey Phonemic Awareness Skill: blend and segment spoken words with medial long vowel sounds

Unit 4 Theme

Unit 4 Read Aloud: Animals in Groups

Animals in Groups

Unit 4 Skills Category © 2023 Learning Without Tears

Sheep Do Not Go to the Beach!

Vowel Teams for Long Vowel Sounds ABOUT THIS TEXT SET • Knowledge Building: In the nonfiction texts, children continue learning about animals that live in groups. They learn about the traits of sheep. They learn vocabulary such as young, group, flock, bleat, and belongs.

Title of Text Text Type

Preview

STUDENT BOOK

DIGITAL TEXT 1

DIGITAL TEXT 2

DIGITAL TEXT 3

DIGITAL TEXT 4

Sheep Do Not Go to the Beach!

In a Sheep Flock

Hide and Sheep at the Sea

Sheep!

Your Teeth are Green!

fiction; animal fantasy

nonfiction; narrative nonfiction

fiction; animal fantasy

nonfiction; science informational

fiction; animal fantasy

A sheep goes to the beach. What happens when the sheep gets too hot?

What happens when one sheep cannot find his flock?

Sheep is woken from a dream on the beach. Will he play hide and seek with his friends?

Sheep have needs. They live in a group, eat grass, and bleat to communicate.

Bree and Finley check each other’s teeth and act like good friends.

© 2023 Learning Without Tears

UNIT 4 LESSON 14: Long e spelled ee, ea

• Social-Emotional Learning: In the fiction texts, children explore habits of Kindness, Belonging, and Problem Solving.

Text Set

Set B

Use the Read Aloud Card to review the unit theme, vocabulary, and phonics skill category.

Before Reading

(3–5 minutes)

Warm Up with Phonemic Awareness ----------------------------------------------------------------------------------------------Phoneme Segmenting and Blending: Say the word. Guide children to segment the word into its sounds, and then blend those sounds together to say the whole word.

seat /s/ /ē/ /t/

week /w/ /ē/ /k/

beach /b/ /ē/ /ch/

cheek /ch/ /ē/ /k/

please /p/ /l/ /ē/ /z/

sweet /s/ /w/ /ē/ /t/

Introduce Phonics Focus: Long ee, ea • Introduce the skill by using the chant and other prompts on the Long e Sound-Spelling card.

• Say: The letters ee together and ea together both stand for the long e sound.

• Write the vowel teams ea and ee on a whiteboard, as well as sheep and beach.

Say the words aloud together as you underline ee and ea.

Long e e

e –e ee ea -ey -y ie

be e Tears © 2022 Learning Without

sheep beach

IF NEEDED ---------------------------------------------Blending Support For groups who need extra practice, select and write these words on a whiteboard: bet, beat, feed, fed, leaf, heat. If children are having difficulty reading the words, model stretching out any sounds that are continuous (e.g., m, f, sh) to model how to smoothly blend the sounds together (e.g., /lll/-/ēēē/-/f).

Prepare to Read -------------------------------------------------------------------------------------------------------------------------------Review words, concepts, and other text complexities of the book to anticipate children’s challenges. Consider the oral language proficiency, background knowledge, and decoding skills of each small group.

WORDS TO WATCH Primary Skill Words

ee: whee, need, green, see, sheep, feet, meet, beep ea: neat, beach, please, sea, bleat

Secondary Skill Words

ey: key

High-Frequency Words

Regular: that, is, I, it, a, can, will, use, to, with, no, this, not, in, on, we Irregular: what, for, the, do, to, have, you, my

Story Words (not decodable)

group, belong

Knowledge-Building Words

group: a number of things, people, or animals that are together bleat: a sound that sheep and goats make

IF NEEDED ------------------------Articulation Support Support phoneme articulation by addressing how your lips and tongue are used to produce the sound. With the long e sound, your mouth forms the widest smile compared to all other vowel sounds.

WHAT MAKES THE STUDENT BOOK RICH Get to know the book so you’re ready to support children when they need it.

BACKGROUND KNOWLEDGE • Sheep are animals that have a lot of hair or wool on their bodies.

Some sheep need to have this hair taken off so they don’t get too hot in the summer.

• Inflatable inner tubes are water toys.

• Sand can be very hot at a beach in summer or at a tropical location.

© 2023 Learning Without Tears

LANGUAGE

PRINT & TEXT STRUCTURE

• Sheep is a word that is both singular (one sheep) and plural (three sheep).

• The word whee can be said when someone sees or does something fun.

• In this story, belong means something is in the right place, like children belong at school.

• The sound of a car’s horn is written as beep.

• “This is neat!” means that someone really likes something. Neat also means clean.

• Speech bubbles are used to show when each character is talking.

• Words for sounds (beep and bleat) appear on the page, outside of the body text.

During Reading

(8–10 minutes)

Read Sheep Do Not Go to the Beach! twice during a teacher-led group. Vary the amount of support you give, including the reading mode and guiding prompts. Pause on occasion to think aloud or ask questions focused first on the skill and also for monitoring comprehension. Use prompts as a model. Introduce the text: We’ll read a story about a sheep who is ready to go to the beach! Will the sheep have a good time?

First Read -----------------------------------------------------------------------------------------------------------------------------------------Below Level

On Level

Above Level

Mode

Echo Read

Choral Read

Whisper Read

Set the Purpose

Listen to me read. Then echo me. Let’s watch for and say all the long e words.

As we read together, we’re going to say /ē/ each time we see ee or ea in a word.

Skills Prompts

p. 1 Shout with me: Whee! Neat! pp. 4–5 Which word do you see two

p. 1 There are two long e words on this p. 1 Find two words that have long e

times? (beach) pp. 8–9 I see beep. This word has ee.

How do you say it? p. 16 I will be the first sheep: Bleat!

Now you’re the other sheep. (Bleat!)

page. Which has an ee? (whee) Which has an ea? (neat) p. 7 What ee and ea words are there? (green, sheep; please, neat, beach) p. 11 Make sheep sounds with me: Bleat! Bleat!

As you read quietly, say /ē/ when you read words with ee or ea.

sounds and show the sheep is excited. (whee, neat) pp. 4–5 Find which character says “Sheep do not go to the beach!” pp. 8–9 After your read, count how many ee and ea words you see.

Check for Comprehension: What does one character want to do and the other doesn’t want to? (go to the beach)

Second Read ------------------------------------------------------------------------------------------------------------------------------------Below Level

On Level

Above Level

Mode

Partner Read

Whisper Read

Group Read

Set the Purpose

Guide children to read in pairs, helping each other read long e words.

Listen and prompt children as you observe their reading of long e words.

Divide the group. Half reads as the first sheep; the other half reads as the second sheep.

Skills Prompts

p. 2 What is a color word with ee in it? (green) pp. 4—5 Which ee word tells what kind of animal we see? (sheep) p. 15 I see an ea word that means the sheep is being polite. What is it? (please)

p. 1 Do a pretend shout for exclamations like Whee! pp. 8—9 Notice ey in the word key.

What sound do you hear? (long e) p. 16 Find three words that rhyme. (feet, neat, meet)

p. 7 First sheep, give your best Please!

Second sheep, stomp your feet as you read your line. p. 13 Shout the car horn’s sound.

(Beep! Beep!) pp. 8—9 Try to sound like a sheep when you say the lines. (Bleat! Bleat!)

Check for Comprehension: What is an event at the end that changes one of the sheep? (He gets his wool cut.)

IF NEEDED ------------------------------------------------------------------------------------------------Decoding Support If a child is not yet able to decode a word with ee or ea: • Say words together to point out the difference between short e and long e. Examples: met/meet, net/neat, bet/bleat, fed/feed • Reinforce that the long e sound can be spelled different ways. Find words in the book to show that ee and ea come in the middle (sheep, please) or end of words (see, sea).

• Model sound-by-sound blending, such as /sh/ /ē/ /p/, sheep.

• Model onset-rime blending, such as /b/-each, beach.

IF NEEDED --------------------------------Multilingual Learner Support Point out when future tense appears in the text, starting with p. 4: “I will use it at the beach.”

Have children practice building off the “I will” repetition in the book, and challenge them to use long e words, such as: I will eat. I will meet a friend. I will need new socks.

After Reading

(4–6 minutes)

Review the Phonics Focus: Long ee, ea---------------------------------------------------------------------------------Say: Remember, we can read long e words that are spelled with ee or ea.

• Go back to a few pages of the book to find ee and ea words. Point to individual words, and have children read them.

•

Lead cloze reading where you begin a sentence and have children say the word with the target skill.

Example: On p. 2, say: It is a ____ tube. (green)

Reflect on the Book ---------------------------------------------------------------------------------------------------------------Talk about the meaning of the story. Discuss the questions in the back of the Student Book. Continue the conversation.

Ask: • In the beginning, how does the sheep feel about going to the beach? How can you tell? (He’s excited.

There are exclamation points. He says what he will do when he gets to the beach.)

•

What happens that shows the beach is different than the sheep expected? (He says, “My feet!” and “I am hot!”)

•

What makes the sheep happy at the end? (swimming with his tube)

Prepare for Practice --------------------------------------------------------------------------------------------------------------•

Prepare the small group to either work on the digital app, reread, or practice.

•

See the Program Guide for implementation options and classroom management ideas.

SOCIAL-EMOTIONAL LEARNING •

Review the habit of Belonging with children. See the Program Guide for a definition.

•

Discuss the Figuring Out Feelings questions in the back of the Student Book. Then continue the conversation.

•

Explain that in the story, the sheep feels like he doesn’t belong at the beach because his hair makes him too hot. He has to change his expectations. At first, he thinks he belongs at the beach. Then, he learns that he’s more comfortable when he gets help from a group of others who are used to being there. Ask: Have you ever felt like you didn’t belong somewhere? What helped you feel better?

Multilingual Learner Support Invite children to discuss responses with a partner before sharing with the small group. Encourage speaking in complete sentences and provide oral sentence frames, as needed. Examples: I felt like I did not belong when _____. I was upset because _____.

Progress Monitoring -------------------------------------------------------------------------------------------------------------Give children time to practice (per the next pages). Then, see how well they learned long e spelled ee, ea.

Quick Skills Check: Dictate words with short and long e. Have children write them on double-lined paper: leg, feed, bed, heat. If children have difficulty, segment the sounds, model stretching continuous sounds (e.g., /sss/, /mmm/, /lll/, /rrr/) or bouncing stop sounds (e.g., /t/, /p/, /g/), inserting pauses between the words for further support.

For challenge, use sentences: We need a meal. He sets up a feast.

UNIT 4 LESSON 14: Long e spelled ee, ea

IF NEEDED -------------------------------------------------------------------------------------------------------------------------------------

Multimodal Practice Choose which additional forms of practice meet the needs of your individual children. Model for children and guide them to work independently, with a partner, or in a group.

Digital Reading -------------------------------------------------------------------------------------------------------------------------•

Use the Digital Teacher Tool to reread the interactive digital book of Sheep Do Not Go to the Beach! with one small group or to introduce it to another group. Use features to model and interact with the text to engage children.

•

Assign children digital texts in the sheep set to read independently. Use assessment data to determine which texts best meet the needs of individual children and when to offer children choice in what they read on their own.

Digital Texts • • • •

In a Sheep Flock Hide and Sheep at the Sea Sheep!

Your Teeth Are Green!

Digital Foundational Skills Practice ------------------------------------------------------------------------------------------Have children use the Digital Student App for additional practice with phonics skills, as well as phonemic awareness and word recognition activities, including: •

Read Words: Match words and pictures for long e and review patterns.

•

Sort Words: Read and sort contrasting short e and long e (ee, ea, ey) words.

•

Build Words: Encode words with long e (ee, ea).

•

Hear and Say Sounds: Segment and blend two-to-five sound words with long e.

•

Recognize High-Frequency Words: Break words into familiar parts and parts known by heart.

Familiar Reading Below Level

Sheep Do Not Go Beach! the to

Children can look for and highlight long e words with ee or ea in the Sheep Do Not Go to the Beach! mini book.

Children can also reread mini book versions of texts previously introduced to review and cement prior skills.

On Level Children can read the mini book version of Sheep Do Not Go to the Beach! with a partner.

Children can choose long e words with ee or ea in the Sheep Do Not Go to the Beach! mini book to ask their partner to find.

Above Level Children can read the mini book version of Sheep Do Not Go to the Beach! independently (whisper read) or with a partner.

Also pair them with children who need more support and have them read aloud or chorally.

Spelling

© 2017 Learning Without Tears

Printed in the U.S.A R100 LWT4232 .

Below Level

On Level

Use the mini book for spelling words.

Have children work with a partner to find three words in the book with ee to practice spelling. Provide doublelined paper for them to write.

Have children pair up to spell long e (ee, ea) words with the letters ee, ea, b, ch, d, f, g, m, n, r, s, sh, t, wh.

Children can reference the mini book or generate their own words.

Extend by writing letters e, ee, ea, f, m, n, s, t and have students write words such as me, see, sea, feet, meet, neat.

Provide double-lined paper, and have them write words such as beach, sheep, whee, deep, sheep, green, and seat.

Above Level Have children brainstorm and write long e words with ee, ea, or ey spellings on double-lined paper.

Challenge children to spell twosyllable words with these long e vowel teams, such as seashell, backseat, beehive, beaver, and season.

Responsive Writing Turn to pp. 34–35 of the Reading Response Journal. Review directions with children.

Page Number p. 34

Below Level

On Level

Above Level

Have children finish the picture of beach scene. Encourage them to draw things with names that have a long e sound spelled ee or ea. They can include other pictures, as well.

Have children finish the picture of the beach scene and draw things with names that have a long e sound spelled ee or ea as well as other things they think of.

Encourage them to write a few sentences to describe the beach scene.

Have children finish the picture of the beach, drawing and labeling things that have a long e sound spelled ee, ea, and ey. Encourage them to write a story in complete sentences about a real or imagined day at the beach.

Challenge children to use as many words from the bank as they can.

Provide double-lined paper for children who have more to write.

Have children draw three things sheep can eat and label pictures with long e words.

Have children draw and write in complete sentences about three things sheep can eat.

Have children use the word bank for support in labeling the drawing.

p. 35

Have children circle words with long e in the text. Then they can draw three things sheep can eat.

Draw Draw and and Write: Write: Words Words with with ee ee and and ea ea

Write Write About About It: It: What What Sheep Sheep EatEat

ThinkThink about about whatwhat you you can can see at seeaat beach. a beach.

Finish Finish the picture. the picture.

ThenThen writewrite about about it. Use it. Use words words fromfrom the box. the box.

ReadRead the text. the text.

Circle Circle words words withwith longlong e. e.

Sheep Sheep need need to to eat. eat.

Sample Sample answer: answer: Drawing Drawing of people of people and and things things at the at beach. the beach.

It may It may include include a beach a beach towel, towel, a beach a beach ball,ball, barebare feet,feet, and and a seal, a seal, as well as well as other as other names names for things for things thatthat don't don't havehave longlong e spellings. e spellings.

Sheep Sheep eateat deep deep green green grass. grass.

Sheep Sheep eateat leaves leaves and and weeds. weeds.

Is this Is this a treat a treat forfor sheep? sheep?

It is!

It is!

Sheep Sheep likelike pumpkin. pumpkin.

And And sheep sheep likelike seeds. seeds.

Draw Draw and and writewrite to answer to answer the question. the question.

seal seal

beach beach

seesee

fishfish

clam clam

feet feet

seasea

meet meet

sand sand

kite kite

What What dodo sheep sheep eat? eat?

l eav l eaves es

Sample Sample answer: answer: single single wordword labels labels for items for items drawn drawn above. above.

More More advanced advanced students students maymay writewrite one one or more or more complete complete sentences sentences about about the scene. the scene.

34 34 LessonLesson 14: Phonics 14: Phonics and Reading and Reading for Mefor Me ™

™

grass grass

Sample answers: Sample answers:

we weeds eds © 2023 © 2023 Learning Learning Without Without Tears Tears

© 2023 © 2023 Learning Learning Without Without Tears Tears

IF NEEDED -------------------------Multilingual Learner Support Partner multilingual learners with different English language proficiencies but the same home language to work together on the Reading Response Journal pages. If not possible, pair children with more fluent readers to encourage collaboration in generating long e words and thinking of how to respond.

35 35

™ LessonLesson 14: Phonics 14: Phonics and Reading and Reading for Mefor Me™

Phonics and Word Work Provide pairs or triads of children with a Letter Tiles Bag, and direct them to build words, based on their decoding and encoding ability. Write words on a whiteboard or sheet of paper as models for children to follow as they build words.

Below Level Have children build words for review. short e: den, hen, men, pen, pet, get, bet, net, met, set, wet long e: me, we, be

On Level

Above Level

Have children build words with the primary skill in the lesson: long e spelled ee and ea.

These are some words to get them started. ee: sheep, queen, beef, green ea: eat, sea, tea, pea, leap, meal, deal

Have children build word chains by changing one or more letters with the pattern: een: seen, teen, green, queen eak: beak, leak, sneak, speak eal: deal, meal, seal, steal eam: seam, team, beam, cream, dream

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