Module 22: Long e: ee, ea- Language Arts 1 - Course Guide

Module Overview:

In this module, students will explore the vowel teams ee and ea by identifying their sounds, reading and spelling words that contain them, and practicing blending, segmenting, adding, deleting, and substituting sounds to create new words. They will build fluency by reading simple sentences with ee and ea words and will expand word knowledge by constructing compound words and using context clues to determine vocabulary meaning. Through reading, students will identify the characteristics of folktales, fables, fairy tales, and nursery rhymes, as well as determine key details, themes, and morals. They will compare stories with similar characters and experiences, making connections to the messages they share. In writing, students will plan and revise opinion paragraphs by creating supporting reasons, adding concluding sentences, and applying correct punctuation, capitalization, and spelling. They will also learn to edit for clarity and give constructive feedback using a rubric and peer review checklist.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	22.1 Long e: ee, ea	Spelling Notebook Handwriting Notebook Journal Notebook Words of the Week Notebook scissors glue crayons or colored pencils (assorted colors) Sound Notebook
2	22.2 Long e: ee, ea	Spelling Notebook Journal Notebook
3	22.3 Long e: ee, ea	Spelling Notebook Handwriting Notebook Journal Notebook modeling clay white crayon markers
4	22.4 Long e: ee, ea	Spelling Notebook crayons or colored pencils (assorted colors) Journal Notebook cookie sheet magnetic letters highlighter (assorted colors)
5	22.5 Long e: ee, ea	Handwriting Notebook Spelling Notebook Journal Notebook highlighter (assorted colors)

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	22.1 Long e: ee, ea	Identify ee, ea and tell the sound Construct words by blending 3 or 4 sounds to make ee or ea words. Construct compound words. Create supporting reasons for an opinion paragraph.
2	22.2 Long e: ee, ea	Identify the middle phoneme or vowel sound in an ee or ea word. Recognize and read words containing ee, ea. Identify the characteristics of a folktale and fable. Construct a concluding sentence for an opinion paragraph.
3	22.3 Long e: ee, ea	Recognize, decode, and read ee, ea words. Identify 3 key details in a story. Use context clues to infer what is happening in a story and the meaning of vocabulary words. Compare two folktales with similar characters and experiences including the moral and theme. Revise an opinion paragraph.
4	22.4 Long e: ee, ea	Modify a word by adding a sound to the end of a word, making a new word. Modify a word by deleting a sound at the end of a word, making a new word. Identify the theme and moral of a fairy tale. Apply concepts of capitalization, punctuation, and spelling to edit an opinion paragraph for clarity and correctness.
5	22.5 Long e: ee, ea	Modify a word by substituting a sound at the end of the word, making a new word. Read and show comprehension of simple sentences containing ee, ea words. Identify the characteristics of a nursery rhyme. Critique an opinion paragraph using a rubric and peer review checklist.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme /long e/ graphemes ee and ea fact opinion compound word phonemes /long e/ graphemes ee and ea folktale fable moral theme decoding simple sentence key details graphemes ee, ea paragraph topic substitute final phoneme comprehension	green laugh because upon out	see need green keep eat each please chimp what phonics	affordable repeat serious rise chimney

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	22.1 Long e: ee, ea	In this module, students will use words with the vowel teams ee and ea. As they add to their base knowledge of vowel teams, let them identify the pattern that the first letter in the vowel team is usually the sound that the pair makes. You can support your learner in the writing segment by asking them their opinions about different topics and asking them to support those opinions.
2	22.2 Long e: ee, ea	Today, students will begin decoding words with the vowel teams <em>ee</em> and <em>ea</em>. They will also review the components of a simple sentence. Reinforce the idea that the two letters work as a team to make one sound. Your learner will not be asked to distinguish between the vowel teams at this point, except for words on their spelling list.
3	22.3 Long e: ee, ea	Note how well your learner is able to segment the phonemes in a word. If they struggle to hear each sound, it can be helpful to say each sound aloud and ask them to repeat it while looking in a mirror.
4	22.4 Long e: ee, ea	Today, your learner will manipulate sounds in words with <em>ee</em> and <em>ea</em> vowel teams. The ability to add, delete, and substitute sounds helps students recognize word families and apply these strategies to unfamiliar words.
5	22.5 Long e: ee, ea	When reading simple sentences with decodable words, encourage your learner to read the sentence multiple times until they become fluent. Breaking the sentence into phrases for them can help to make the task more manageable and build their confidence. Let your learner know that they might be choppy and struggle during the first reading, but they will get better on the second and third readings.

Guiding Questions
Suggested Books

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
22.1 Long e: ee, ea	What sound do the ee and ea vowel teams make?
22.2 Long e: ee, ea	What can you learn from a main character's thoughts, words, and actions?
22.3 Long e: ee, ea	What is the structure of a sentence?
22.4 Long e: ee, ea	What is a folktale?
22.5 Long e: ee, ea	How do you use a rubric?

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	Go Away, Big Green Monster!	Ed Emberley	550L
2	Green	Laura Vaccaro Seeger
3	Brown Bear, Brown Bear, What Do You See?	Bill Martin Jr.	AD200L
4	How Rocket Learned to Read	Tad Hills	AD540L
5	The Pout-Pout Fish Cleans Up the Ocean	Deborah Diesen	580L
6	Richard Scarry's Please and Thank You Book	Richard Scarry
7	See What a Seal Can Do	Christine Butterworth
8	Squirrels Leap, Squirrels Sleep	April Pulley Sayre	230L

Module Outing:

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

#	Outing
1	Celebrate the long e sound made by ee and ea by going to a few different places, such as a restaurant to "eat", a greenhouse to see what happens when "seeds" are planted, or a sporting event to see how a "team" works together.