State the Objective 
Tell the children that they will pretend to get ready for the beach and that they will read and write long-e words, such as sea, beach, feast, reach, teach, treat, and cream. 
 

Literacy Activities 
Introduce target words

• Show the children the long-e target words and read them together.
• Explain that the ea in the target words makes the long-e sound.
• Read the Not the Piano, Mrs. Medley! book, by Evan Levine, with the children (optional).

Pretend to go to the beach

• Read the Let’s Go to the Beach and Plan to go to the Beach target texts (see below) with the children.
• Tell the children that they will pretend to go to the beach.
• Have the children discuss what they want to take to the beach (e.g., towel, beach ball, sunglasses, bucket).
• Have the children get a bag and put beach toys or pictures of beach toys (see below) inside it.
• Tell the children they are ready to go to the beach!
• Help the children write a sentence about going to the beach (e.g., We go to the beach; It is a treat to play at the beach; I eat ice cream at the beach) on a postcard.

Read and write long-e words

• Read the Play in the Sea and on the Beach and A Feast at the Beach target texts (see below) with the children.
• Have the children take turns reading the long-e word cards (see below) aloud.
• Have the children write long-e words from dictation (e.g., sea, beach, feast, reach, teach, treat, cream).

Contrast the number of letters and sounds

• List long-e target words (e.g., sea, beach, feast, reach, teach, treat, cream).
• Remind the children that the ea in words like sea, beach, and reach makes a long-e sound.
• Write a long-e word (e.g., sea) and ask:
  • How many letters does it have? (e.g., three: s + e + a)
  • How many sounds does it have? (e.g., two: s + ē)