GENEVA COLLEGE

BEAVER FALLS, PA
MICAH

NAME: Kyleigh Jo Ward DATE: 9.17.2020

SUBJECT: ELA GRADE LEVEL: 5th

I. TOPIC AND GENERAL GOAL

Word Attack Skills – Long E/EE/EA

II. REFERENCE TO PA OR COMMON CORE STANDARDS

CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. •
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology to read accurately unfamiliar multisyllabic words.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT read verbally words with EE
TSWBAT underline words with EE in sentences
TSWBAT read verbally words with EA
TSWBAT underline words with EA

IV. MATERIALS
EE WORD LIST
EE SENTENCES
EA WORD LIST
EA SENTENCES

V. A. INTRODUCTION
(HOLD UP LETTER E CARD) “MICAH WHAT SOUND DOES THIS LETTER MAKE? WHAT ABOUT THE
OTHER SOUND?” (HOLD UP EE CARD) “AND WHAT SOUND DOES THIS MAKE? SO, YOU’RE
TELLING ME I CAN GET THE SAME SOUND WITH THE LETTER E AND EE? YOU’RE RIGHT. AND
THAT’S WHAT WE ARE GOING TO PRACTICE TODAY, WORDS WITH LONG E.”

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

*USE LETTER CARDS “I WANT YOU TO HELP ME BREAK APART THESE WORDS. THE FIRST WORD IS
ME. SAY ME. WHAT’S THE FIRST SOUND? MMMM RIGHT. WHAT ABOUT THE LAST SOUND? Ē
GOOD.” (PROMPT WHEN NEEDED. IF HE CAN’T FIGURE OUT THE SOUND)
 CONTINUE WITH BE, WE, SEE, TEE, FEET, MEET, SEEM
“LOOK AT THIS LIST OF WORDS (USE EE WORD LIST), SOME OF THEM ARE REAL WORDS AND
SOME ARE NONSENSE OR SILLY WORDS. I WANT YOU TO GO THROUGH THE LIST, SOUND THEM
OUT AND SAY THE WORD. IF IT’S A SILLY WORD, I WANT YOU TO TELL ME AFTER YOU READ IT”
 “NOW WE ARE GOING TO USE YOUR LETTER CARDS. I’M GOING TO GIVE YOU A WORD AND
YOU’RE GOING TO HELP ME BUILD IT USING THE CARDS. THE FIRST WORD IS SEE. WHICH OF
THESE CARDS MAKES THE FIRST SOUND IN SEE? WHAT IS THE LETTER NAME? S GOOD. NOW
SHOULD I PUT JUST ONE E? OR THE CARD WITH EE?”
 CONTINUE WITH THREE, FEET, SEEM, ME, BE
“LET’S TAKE A LOOK AT THIS PAPER WITH SENTENCES. EACH OF THESE SENTENCES HAS WORDS
WITH THE LONG EE SOUND. I WANT YOU TO GO THROUGH AND UNDERLINE THOSE WORDS BY
TAPPING THEM AS YOU READ THE SENTENCES.”

IF LONG E/EE IS MASTERED (80%) MOVE ON TO EA

“OKAY, NOW THAT YOU’VE MASTERED THE LONG E AND EE SOUND, WE ARE GOING TO MOVE
ON TO EA.” * SHOW EA CARD “WHAT SOUND DO THESE TWO LETTERS MAKE TOGETHER? CAN
THEY MAKE ANY OTHER SOUNDS TOGETHER? THEY CAN MAKE A LONG A SOUND LIKE IN STEAK,
OR THEY CAN MAKE A SHORT E SOUND LIKE IN BREAD. BUT TODAY WE JUST WANT TO PRACTICE
LONG E”

“WE ARE GOING TO BREAK APART MORE WORDS INTO INDIVIDUAL SOUNDS USING OUR LETTER
CARDS. LET’S START WITH THE WORD EAT. SAY EAT. WHAT’S THE FIRST SOUND IN EAT? WHAT
ABOUT THE LAST SOUND?”
 CONTINUE WITH MEAN, STEAM, BEAN, PEAK, EAGLE
“HERE’S ANOTHER LIST OF WORDS BUT THIS TIME WITH THE EA SOUND. I WANT YOU TO READ
THROUGH THE LIST OF WORDS AND WHEN YOU COME ACROSS A NONSENSE WORD, MAKE SURE
YOU TELL ME.”
“LET’S MOVE ON TO USING YOUR LETTER CARDS AGAIN TO BUILD THE WORDS I SAY. AM I
GONNA USE THE EE CARD THIS TIME? IS THAT WHAT WE ARE LEARNING RIGHT NOW? NOPE,
WHAT CARD SHOULD I GET? EA RIGHT. THE FIRST WORD WE ARE GOING TO BUILD IS LEAF.
WHAT’S THE FIRST SOUND IN LEAF? SO, I SHOULD GET THE LETTER… L RIGHT! WHAT COMES
NEXT? LONG E SOUND, BUT AM I GOING TO PUT JUST THE LETTER E? RIGHT, I HAVE TO USE EA.
AND THEN WHAT’S THE LAST SOUND IN LEAF? SO, WHAT LETTER? F.
 CONTINUE WITH EAT, PEAK, TEA, SEA
“I HAVE 5 MORE SENTENCES FOR YOU. THIS TIME YOU’RE LOOKING FOR ALL THE WORDS WITH
EA THAT MAKE THE LONG E SOUND. WHEN YOU GET TO NUMBER 5. STOP FOR MORE
DIRECTIONS.”
“ON NUMBER FIVE, I WANT YOU TO READ VERY CAREFULLY. THERE MAY BE A TRICK.”
 IF HE UNDERLINES THE WORD BEAR, EXPLAIN WHY HE SHOULD NOT UNDERLINE IT.

D. CLOSURE (SUMMARY)
WRITE DOWN ON THE BOARD THE WORDS BEAT, BREAD, STEAK, TEAM, AND HEAD. GO
THROUGH AND ASK ON EACH ONE IF IT SHOULD BE UNDERLINED.
WRITE ON THE BOARD THE WORDS FEET, WEEK, PEER, BEEN, AND HEEL. GO THROUGH AND ASK
IF THEY SHOULD BE UNDERLINED.
“NEXT WEEK WE ARE GOING TO CONTINUE PRACTICING LONG E SOUNDS. HOW MANY DID WE
LEARN TODAY? 3 E, EE, AND EA”
VI. ASSESSMENT/EVALUATION
Underlining worksheet: How many words did Micah underline correctly?
Verbally: During closure, how many words did Micah say should be underlined correctly.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

SENTENCE PAPERS WILL BE PUT ON HIS IPAD SO HE CAN TAP AND UNDERLINE. WORD LISTS WILL ALSO BE ON
HIS IPAD TO ZOOM IN EASILY.

Cooperating Teacher Approval _________________________________________________