Module 19: Long e: e_e- Language Arts 1 - Course Guide

Module Overview:

In this module, students will learn about the long e sound spelled e_e in words like these. They will read, make, and change e_e words by blending, adding, deleting, or substituting sounds, and will recognize high-frequency words and word connections. Students will use context clues to understand new vocabulary, tell facts from opinions, and predict what might happen in a story by using the title, pictures, and details. They will retell stories using characters, setting, and major events. In writing, students will organize ideas, ask questions, and write an informational paragraph with a topic sentence, using alliteration to make it interesting. By the end of the module, students will be able to read and understand sentences with e_e words and share their ideas through reading, writing, and speaking.

Module Materials:

Lesson # Lesson Title Material(s)
1 19.1 Long e: e_e Spelling Notebook
Handwriting Notebook
Journal Notebook
Words of the Week Notebook
Sound Notebook
scissors
glue
crayons or colored pencils (assorted colors)
2 19.2 Long e: e_e Spelling Notebook
Journal Notebook
modeling clay
3 19.3 Long e: e_e Spelling Notebook
Journal Notebook
modeling clay
blue crayon
red crayon
4 19.4 Long e: e_e Spelling Notebook
Journal Notebook
note cards
5 19.5 Long e: e_e Spelling Notebook
Journal Notebook
letter tiles

Module Objectives:

Lesson # Lesson Title Objective(s)
1 19.1 Long e: e_e
  1. Identify e_e words and say the long e sound.
  2. Construct words by blending three or four sounds to make e_e words.
  3. Predict what will happen next in a story by using the title, pictures, and details from the text.
  4. Use context clues to determine the meaning of new vocabulary words.
  5. Distinguish between fact and opinion.
2 19.2 Long e: e_e
  1. Name the vowel sound in words.
  2. Recognize and read words containing the long e vowel sound spelled e_e.
  3. Recognize word connections.
  4. Recognize high-frequency words.
  5. Organize ideas on a topic for writing an informational paragraph.
3 19.3 Long e: e_e
  1. Name the phonemes in an e_e word.
  2. Recognize, decode, and read e_e words.
  3. Create word connections.
  4. Formulate questions to help guide informative writing.
4 19.4 Long e: e_e
  1. Modify words by deleting and/or adding a sound to the end of a word, making it a new word.
  2. Construct a topic sentence to write an informative paragraph.
  3. Identify alliteration.
5 19.5 Long e: e_e
  1. Modify a word by substituting a sound at the end of a word, making a new word.
  2. Read and show comprehension of simple sentences containing e_e words.
  3. Construct an informative paragraph.
  4. Retell a story using key story elements such as characters, setting, and major events.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
long e
blending
heart words
flash words
Sound Book
fact
opinion
long vowel
word connections
middle sound
decoding
alliteration
long e
modify
topic sentence
simple sentences
fluency
 am
do
that
to
with
 these
eve
here
Pete
gene
theme
tilt
fine
pin
watch
 equal
remove
rusty
sibling
wonder

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
4 19.4 Long e: e_e 9 Vocabulary

Learning Coach Notes:

Lesson # Lesson Title Notes
1 19.1 Long e: e_e In this lesson, learners will be introduced to the long <em>e</em> sound spelled <em>e_e</em>. Learners will identify <em>e_e</em> words and blend words with this vowel pattern. Learners will also distinguish between fact and opinion. Work with your learner on distinguishing between fact and opinion this week by sharing facts and opinions and asking them to distinguish between the two. As you share stories with your learner this week have them make predictions while reading the story and discuss if their predictions were correct.
2 19.2 Long e: e_e In this lesson, learners will continue practicing the long e vowel sound, spelled e_e. Learners will read and identify the middle phonemes of e_e words. Following this lesson, you can have your learner practice this skill by creating rhyming words. Ask your learner to name words (real words or nonsense words) that rhyme with a long e word, like: here-tear, these-please, or gene-lean.
3 19.3 Long e: e_e In this lesson, students will continue practicing the long <em>e</em> sound. They will also segment phonemes in long <em>e</em> words and decode <em>e_e</em> words. Following the lesson, you can continue practicing with your learner by having them isolate the individual sounds of long <em>e</em> words and identifying where they hear the long <em>e</em> sound: in the beginning, middle, or end of the word. A fun way to practice this is by having your learner hop as they say each sound. They can also use clay or a pop-it toy to tap out the sounds.
4 19.4 Long e: e_e In this lesson, students will continue working with words that have the long <em>e</em> sound, spelled <em>e_e</em>. Following this lesson, have your student continue manipulating words by removing the ending sounds of words or adding a new sound to the end of words to create new words. The new words students create can be real or nonsense words- the practice of manipulating the sounds within a word builds critical phonemic awareness and phonics skills. Students can practice this orally, or with manipulatives like letter tiles, paper, or objects that help them tap out the individual sounds of a word.
5 19.5 Long e: e_e In this lesson, learners will modify words by substituting the ending sound to make new words. Following this lesson, have your learner continue manipulating words by removing the ending sound or adding a new sound to the end to create new words. The new words your learner creates can be real or nonsense words. The practice of manipulating the sounds within a word builds critical phonemic awareness and phonics skills. Your learner can practice this skill orally or with manipulatives like letter tiles or objects that help them tap out the individual sounds of a word.

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title Question
19.1 Long e: e_e
  1. What sound does e_e make?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title Video Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

  • What is the main idea?
  • What are three things new you learned?
  • How does this book relate to what you are learning about?

# Book Author Lexile Level
1 Who Has These Feet? Laura Hulbert AD390L
2 Pete the Cat Screams for Ice Cream! James Dean

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

# Outing