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The Lovely Long E

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Summary

Students will identify words containing the long “e” vowel sound. Students will distinguish between words being formed with “ee” or “ea” to make the long “e” vowel sound.

Coin Type(s)

  • Dollar

Coin Program(s)

  • Native American $1 Coin

Objectives

  • Students will identify words containing the long “e” vowel sound.
  • Students will distinguish between words being formed with “ee” or “ea” to make the long “e” vowel sound.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Two
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Individual work

Background Knowledge

  • Basic phonic sounds
  • Vowel identification

Terms and Concepts

  • Iroquois
  • Tree
  • Rules
  • Community
  • Respect

Materials

  • 1 overhead transparency of each of the following:
    • “2010 Native American $1 Coin” page
    • “Peace Story” worksheet
    • “Long E in Pictures” worksheet
    • “Long E” worksheet
  • Markers
  • Scissors
  • Crayons
  • Tape
  • Glue
  • Index cards

Preparations

  • Make an overhead transparency (or photocopy) of each of the following:
    • “2010 Native American $1 Coin” page
    • “Peace Story” worksheet
    • “Long E in Pictures” worksheet
  • Make a copy of the “Peace Story” worksheet (1 per student).
  • Make a copy of the “Long E in Pictures” worksheet (1 per student).
  • Make a copy of the “Long E” worksheet (1 per student).
  • Create a T-chart on chart paper using markers. Label the columns “Tree” (underline the letters “ee”) and “Peace” (underline the letters “ea”).
  • Use ten index cards to create long “e” flash cards. On each of five of the index cards, write one word that uses the long e vowel pair “ee” (such as bee, knee, three, green, feet, sheep, seed, sleep) and underline the letters “ee.” On each of the other five cards write one word that uses the long e vowel pair “ea” (such as tea, bean, heat, beach, clean, wheat) and underline the “ea” pair. Attach a small piece of folded tape to the back of each index card so students can stick them onto the T-chart.
  • Set aside crayons, glue, scissors, and pencils for each student.
  • Create an area in the classroom (wall space or bulletin board) dedicated to the long “e” vowel sound. Label the area with the heading “Long e” or “/e/” or both. Place long “e” vowel sound words, vowel combinations, and associated worksheets in this space. Add to the area throughout the year.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/126.pdf.

Session 1

  1. Describe the Native American $1 Coin Program for background information.
  2. Display the “2010 Native American $1 Coin” overhead transparency. Tell the students that the back of a coin is called the reverse, and “obverse” is another name for the front. With the students, examine the coin design. Tell the students the image on the coin’s obverse is Sacagawea, the young Shoshone Indian woman who traveled with and helped Lewis and Clark to explore the territory called “Louisiana.” The baby she carries on her back was the youngest member of the party. He was born during the expedition.
  3. Insert description of coin design and describe the 2010 theme of “The Great Tree of Peace” using age-appropriate description and definitions.
  4. Display the “Peace Story” transparency and distribute a “Peace Story” worksheet to each student. Read the worksheet to the class and attend to any unfamiliar vocabulary. Have the students follow along.
  5. After completing the “Peace Story,” display the “tree” and “peace” T-chart. Ask the students to identify the two words. Make a connection to the coin design and concepts learned from the read-aloud story by asking the students what vowel sound they hear. Guide the class to identify the long “e” vowel sound in each word.
  6. Explain to the students that the long “e” vowel sound can be made by the vowel combination “ee,” as in the word “tree,” or the vowel combination “ea,” as in the word “peace.”
  7. Hold up each of the index flash cards and ask the students to say each word aloud. Assist the students in sounding out each of the words.
  8. As a class, identify the long “e” vowel sound and ask the students whether the “ee” or “ea” vowel combination is used. Invite students to come up and stick the index card onto the chart under the appropriate column based on the vowel combination used.
  9. After placing all of the index cards in each column, review the chart with the class.

Session 2

  1. Review the information from the previous lesson about peace and the 2010 Native American $1 Coin design theme.
  2. Display and review the chart with the long “e” vowel combinations “ee” and “ea.”
  3. Display the “Long E in Pictures” worksheet overhead transparency. Review each of the pictures with the students and identify as a class the long “e” vowel sounds by saying the name of each picture aloud.
  4. Display the “Long E” overhead transparency. Explain to the students that they will cut out each picture from the “Long E in Pictures” worksheet and glue it into the appropriate box on the “Long E” worksheet. Explain that each box has the word of the picture written out for the students to trace. Review which vowel pairs (“ee” and “ea”) make the long “e” vowel sound. Allow the students appropriate time to cut, paste, trace, and color each of the boxes.
  5. Display the completed worksheets in the classroom in a space dedicated to the long “e” vowel sound.

Differentiated Learning Options

  • Allow students to work with a scribe to complete a sentence.
  • Have materials pre-cut and assembled.
  • Provide students with prompts to choose from and create a sentence (a word bank).

Enrichments/Extensions

Introduce the “ie/ei” long “e” vowel sound. Create a classroom chart with three columns labeled “Tree,” “Peace,” and “Chief.” Have students post words using the long “e” vowel sound under the correct word associations. Add to your chart throughout the year and introduce additional vowel sound groupings as the year continues.

Use the students’ class participation and worksheets to evaluate whether they have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: L.K Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print many upper- and lowercase letters.
    • Use frequently occurring nouns and verbs.
    • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    • Produce and expand complete sentences in shared language activities.
  • L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize the first word in a sentence and the pronoun I.
    • Recognize and name end punctuation.
    • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Discipline: Language Arts
Domain: L.1 Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print all upper- and lowercase letters.
    • Use common, proper, and possessive nouns.
    • Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
    • Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    • Use frequently occurring adjectives.
    • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    • Use determiners (e.g., articles, demonstratives).
    • Use frequently occurring prepositions (e.g., during, beyond, toward).
    • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize dates and names of people.
    • Use end punctuation for sentences.
    • Use commas in dates and to separate single words in a series.
    • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Discipline: Language Arts
Domain: RF.K Reading: Foundational Skills
Grade(s): Grade K
Cluster: Phonological Awareness
Standards:

  • RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
    • Recognize and produce rhyming words.
    • Count, pronounce, blend, and segment syllables in spoken words.
    • Blend and segment onsets and rimes of single-syllable spoken words.
    • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
    • Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Discipline: Language Arts
Domain: RF.K Reading: Foundational Skills
Grade(s): Grade K
Cluster: Phonics and Word Recognition
Standards:

  • RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
    • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
    • Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
    • Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
    • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: SL.K Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Culture and Cultural Diversity
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand and apply the concept of culture as an integrated whole that governs the functions and interactions of language, literature, arts, traditions, beliefs, values, and behavior patterns
  • enable learners to analyze and explain how groups, societies, and cultures address human needs and concerns
  • guide learners as they predict how experiences may be interpreted by people from diverse cultural perspectives and frames of reference
  • encourage learners to compare and analyze societal patterns for transmitting and preserving culture while adapting to environmental and social change
  • enable learners to assess the importance of cultural unity and diversity within and across groups
  • have learners interpret patterns of behavior as reflecting values and attitudes which contribute to or pose obstacles to cross-cultural understanding
  • guide learners in constructing reasoned judgments about specific cultural responses to persistent human issues
  • have learners explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Time, Continuity, and Change
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use
  • help learners apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity
  • enable learners to identify and describe significant historical periods and patterns of change within and across cultures, including but not limited to, the development of ancient cultures and civilizations, the emergence of religious belief systems, the rise of nation-states, and social, economic, and political revolutions
  • guide learners in using such processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, searching for causality, and distinguishing between events and developments that are significant and those that are inconsequential
  • provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features