EEK!

Objective

Read and write words with the long -ee vowel pattern.

 

Lesson Plan

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Target Words:

  • eek
  • sweet
  • bee
  • tree
  • queen
  • peek

Materials:

  • Word cards (see below)
  • Mask graphic (see below) with holes cut for the eyes
  • Mouse, mouse hole, and cheese graphic (see below)
  • Picture cards (see below)
  • Sometimes I Say, “EEK!” target text (see below)
  • EEK! A Mouse! target text (see below)

State and model the objective

Tell the children that they will say “Eek!” when they see things that are creepy and they will read and write words with the long e vowel pattern –ee: bee, see, tree, feel, sweet, meet, greet.

 

Practice the skill within an activity

  • Say “Eek!”
    • Explain to the children that eek is something you say when something scares you or when you don’t like something (e.g., you might say, “EEK!” when you see a bug).
    • Explain to the children that sweet is a word that you say when something is cool or when you like it (e.g., you might say, “SWEET!” when you see Disneyland).
    • Read the word cards (see below) with the children and point out that all of the word cards have a word spelled with –ee.
    • Have the children choose a word card, read the word, and react to the word by saying, “SWEET!” if they like the word or “EEK!” if they do not like the word.
  • Take a peek
    • Put the mouse, mouse hole, and cheese graphic (see below) on the wall near the floor and place the picture cards (see below) around the room.
    • Tell the children they will peek through a creepy mask (see below) to see pictures around the room.
    • Point out the mouse graphic and comment that he is playing hide and seek while he tries to get some cheese.
    • Allow the children to peek through the mask at the mouse and say, “EEK!”
    • Have the children peek through the mask at the picture cards placed around the room.
    • Let the children react to each of the pictures by saying “SWEET!” or “EEK!”
    • Ask the children why they feel like saying “SWEET!” or “EEK!” when they see each picture.
    • Have the children label each picture card using words spelled with –ee (i.e., bee, sheep, deer, weed, queen, feet, peach tree, beetle, manatee).

 

Apply the skill (Choose from the activities below)

  • Read target words in a text

     

     

    • Have the children underline the words that end in –ee in the text Sometimes I Say, “EEK!” (see below).
    • Read the target text Sometimes I Say, “EEK!” to the children.
    • Engage the children in reading the text simultaneously with you.
    • Read the Sometimes I Say, “EEK!” target text again fading support.
    • Repeat the supported reading process with the target text EEK! A Mouse!
  • Write about the activity using target words/patterns
    • Display target words on a word wall (i.e., eek, sweet, bee, see, feel, glee, meet, greet, flee, feet, tree).
    • Refer the children to the word wall and have them write a sentence or two expressing ideas from a lesson activity or target text (i.e., I said, “Eek!” when I saw a beetle. I said, “Sweet!” when I saw a peach tree.)

 

SEEL Target Texts

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EEK! A Mouse!

EEK! I see a mouse!
He is playing hide and seek.
I will offer him some cheese.
I will peek to see if he comes to the cheese.
Every week I put out new cheese.
Every week I try to see him.
Eek! I see him!

Sometimes I Say, “EEK!”

When do I say “EEK?”
I say EEK when I…
See a bee and want to flee.
Feel a creepy spider web that I can’t see.
Get stuck in a tree and can’t get free.
When do I say “SWEET?”
I say SWEET when I…
See a pretty queen.
Feel a cool summer breeze.
Swim by a manatee.

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.

http://education.byu.edu/seel/library/