Lesson Plan

Topic: The long E sound

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: SWBAT locate and distinguish the long e sound in words by
getting into groups of 3 and discussing pictures to decide if it has a long e
sound and then sort the pictures into longe e and non long e piles with 80%
accuracy.
DOK: 3
Assessment Plan: Students will be able to locate and distinguish between
the short and the long e sounds by getting into groups, looking at pictures
and deciding which pictures belong together based on the long e vowel
sound. This informal assessment will be given to students in groups during
the group time and will be used to evaluate individual needs and to help
guide further instruction.
Total Participation Techniques: Think Pair Share, Numbered Heads
Materials Needed: short e and long e pictures, short e and long e book,
Gain Attention: Have picture cards on the board and have them flipped
over. Tell the children that there are picture underneath the cards but first we
have to sing a song.
Recall Prior Knowledge: Read the book Sheep in a Jeep and while reading
go over the different ways that e sounds in the book.
Input and Modeling: I will start by telling them a story of two es. How they
are brother and sister, so they are similar and look alike but they have two
very different sounds. They are different but look the same. Pass out the
picture cards to the children and have them divide into 3 groups. I will place
them around the room, and I will give them each a bag with pictures of long
e and of short e. As a group they will sort the pictures into the different piles.
Each person will have a job. One will be the one to say what the picture is,
the second one will have their job be to pick the picture, the third one will be
to decide if it is a short or a long e. If there is a fourth person, they will have
the same job as the third. The whole group will help the third person decide
what pile it belongs in. I will be walking around the room and reminding
students of the different sounds
Differentiation: Some of the children are going to need a lot more
reminding than other. For Cooper T have him come and I will help him

decide, I will also have Nathan come up and the class will help him as well.
The rest of the children should be able to do it themselves.
Guided Practice (Direct Instruction), Group Organization
(Cooperative Learning), Discovery Procedure (Discovery/Inquiry):
What sound does e make?
Is e a consonant or a vowel?
Why does e have two sounds?
What are the two sounds that e makes?
Why do we need to know the difference between the two es?
Closure: I will have the students come together as a group and we will sing
the song with short e and long e one more time.
Transition: When the children are sitting quietly I will dismiss each table
separately to go to centers.
Reflection: