Let Me Be

Objective

Read and write words with two different long e spellings: –e and –ee; recognize both spellings as having the same pronunciation

Lesson Plan

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Target Words:

  • bee
  • see
  • tree
  • flee
  • free
  • three
  • knee
  • spree
  • me
  • be
  • he
  • she

Materials:

  • Toy bees or bee graphics (see below)
  • Flower graphics (see below)
  • Word cards (see below)
  • Flee, Bee target text (see below)

State and model the objective

Tell the children that they will tell a buzzing bee to let them be. Tell the children they will read and write words with the long e spelling patterns –e and –ee: bee, see, tree, knee, flee, free, three, me, be, he, she.

 

Practice the skill within an activity

  • Buzz like a bee
    • Write the words bee and be and point out that be and bee both have the long e sound, but they are spelled differently and have two different meanings.
    • Explain that bee spelled with double –ee is a buzzing insect and be spelled with –e is part of the phrase “let me be” which means “leave me alone.”
    • Read the Flee, Bee target text (see below) together with the children and have them act out the text:
      • Show the bee toys or graphics (see below) and have the children label the bees “Bee One” “Bee Two” and “Bee Three”.
      • Explain that flee means to run. Say, “Flee!” and have the children pretend to flee as they walk quickly from one end of the room to another.
      • Have the children make a sign saying, “Let me be, bee!” then the children hold up the sign as they pretend to make the bees fly away.
      • Cheer with the children, “We are free! The bee let us flee!”
    • Ask the children, “But where did the bees go?” then explain that bees like to go near flowers.
    • Let the children pretend to land each bee toy or graphic on a flower graphic (see below).
    • Comment that the children are free from the three bees because the bees found some flowers.
  • Sort words spelled with –e and –ee
      • Cut out the word cards (see below), mix them up, then give them to the children.
      • Have the children sort the words according to the spelling pattern, making one column of words spelled with –e (i.e., me, be, he, she) and another column of words spelled with –ee (i.e., bee, three, flee, free).

 

Apply the skill (Choose from the activities below)

  • Read target words in texts
    • Engage the children in reading the target text Flee, Bee (see below) together with the group.
    • Have the children make a list of the words that end with –e and –ee.
    • Read the text again fading support.
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and let them write words from dictation: bee, see, tree, flee, free, me, be, he, she. Let them write about what they did with the bees during the activity.

 

SEEL Target Texts

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Flee, Bee

Buzz, says Bee One.
Buzz, says Bee Two.
Buzz, says Bee Three.
I have bees all around me.
Get away from me, bees!
Let me flee!
Let me free!
Let me be!

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/