Phonics show 3 TG

06 a short vowel “a” sound and what words have a long vowel “a_e” sound.. Tell them that the “magic e” makes the short vowel “a” into the long vowel “a_e” and now the word is “cape.” Do

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3 Long Vowels

Teacher’s Guide

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Long Vowel a : a_e cape, tape, cake, bake, vase, case, name, game

pine, nine, five, hive, bike, hike, bite, kite

hope, rope, nose, rose, cone, bone, hole, mole

cube, tube, June, tune, cute, mute, mule, huge

bee, seed, tree, green, sea, pea, meat, read

Three Little Monkeys

rain, mail, tail, sail, May, day, play, gray

boat, goat, road, toad, bowl, snow, blow, window

pie, tie, lie, July, cry, fly, sky

R-Controlled Vowels: ar, or

car, star, park, barn, fork, horse, corn, horn

R-Controlled Vowels: ir, er

bird, girl, skirt, shirt, letter, soccer, summer, teacher

The Power of Magic e

Contents

Word List Alphabet Handwriting Guide Phonics Show Scope & Sequence Phonics Show Certificate

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Unit 1 Book & Pages Time

1st

lesson

2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 1: Long vowel “a” (a_e)

• Objectives:

- To recognize the long vowel “a_e” sound

- To learn words with the long vowel “a_e” sound

- To build confidence in reading and writing long vowel “a_e” words

• Duration of each lesson: 45 minutes

• Preparation: Student Book 3, Workbook 3, Readers 3, CDs, Flashcards from

www.ibuildandgrow.com

Pacing Guide

Lesson Board

Outline for Three Lessons

Outline for Two Lessons

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IIIttt'''sss ttthhheee lllooonnngggvvvooowwweeelll aaa!!! aaa _eee,,,aaa _eee,,,aaa _eee

cape game

ham vase

about the picture What is the man baking? What are on the cake? Point to the images and say

the long vowel “a_e” sound and words with the students (“a, cape”) Play the CD and do the chant

Then have the students do the chant individually or as a group Ask them to put the stickers from

the back of the student book on the picture

05

the classroom Call out the long vowel “a_e” sound and a word (“a, tape”) and have the students

run and find the fl ashcard Whoever finds it first gets a point

06

a short vowel “a” sound and what words have a long vowel “a_e” sound Tell the students to color the short vowel “a” vases red and the long vowel “a_e” vases blue Have the students count how many red and blue vases there are

Warm up: Use the pictures

and letters at the top of the

page to introduce the long

vowel “a_e” sound Have the

students say the long vowel

“a_e” sound and the pictures

(“a, cape”/“a, tape”)

Sing along: Say the lyrics

and have the students repeat

them When they are saying

the long vowel “a_e” sound

have them jump Play the

CD Encourage the students

to sing and jump during the

long vowel “a_e” sound parts

of the song

Listen and repeat: Play the

CD and have the students repeat what they hear Say the long vowel and short vowel “a” sounds and have the students repeat them What long vowel and short vowel “a” words do they know? Roll a die and see what number it lands on Ask the students to try to say that many long vowel and short vowel “a” words

Tell the students to write the word “cap” in the air with their finger Then ask them

to draw a “magic e” on the end of the word Tell them that the “magic e” makes the short vowel “a” into the long vowel “a_e” and now the word is “cape.” Do the same thing with “tap.” Read the sentence at the bottom of the activity together

7 6

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9 8

Learn

9 8

Learn

Listen & Writetet

L te

Listen and trace CD 1 08

Learn

Listen

ke

e e

the words on their own

to say what each picture and word is Tell them to circle the words with the long vowel “a_e”

sound Correct the answers together or have the students work with a partner to check their work

the words under the fl ashcards Have other students draw pictures under the words

Listen and repeat: Review

the long vowel “a_e” sound

Put the cape fl ashcard on

the board and write “cape.”

Draw a black and red arrow

underneath the word (like

there is on page 12) and

teach the students to follow

the arrow with their finger

as they listen and say the

word Play the CD and have

the students repeat the long

vowel “a_e” rhyming words

while following the arrows

with their fingers Then have

the students say the long

vowel “a_e” rhyming words

on their own

07

CD 1

/ei/ /eip/ cape

/ei/ /eip/ tape

/ei/ /eik/ cake

/ei/ /eik/ bake

/ei/ /eis/ vase

/ei/ /eis/ case

/ei/ /eim/ name

/ei/ /eim/ game

Listen and circle Then write: Write ape/ake/ase/ame

on the board Ask the students what words they know that have those endings Play the CD Tell the students to circle and write the endings they hear Correct the answers together

or have the students work with a partner to check their work

is the girl’s name?

9 8

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It is T ate's birthday.

The party is ready to start.

The vase is on the table.

The cake is on the case.

The candles are on the cake.

The name tags are on the hats.

After You Read

L e Le

L arn to Read d Wo

W rd

Read and circle Then number

3. Ann's (game/name) is on the list

1. The (ca se/va se) is on the desk

2. The candles a re on the (ca ke/tape)

The (ca se/va se) is on the desk

Read and check O(true) or X(false)

1 It is Tate's birthday O

X

High Frequency Words

for

the on

High

3

1 2

L e Le

long vowel “a_e” words Then have them write the number of each sentence next to its matching

picture Correct the answers together or have the students work with a partner to check their

work

vase/case fl ashcards Put the pairs of fl ashcards on the board Ask a student to stand up Give

them a foam ball to throw at the board Have them make a sentence with whatever pair of

fl ashcards the ball hits closest to (“The tape is on the cape.”)

on page 102 to assess their reading fl uency

Listen and repeat: Look

at the picture What do

the students see? Point at

number 1 in the picture and

say “The cape The cape is on

a case.” Have the students

repeat what you said Do

the same thing for numbers

2 and 3 and then play the

CD and ask the students to

repeat what they hear

The cake is on a case

Extra idea: Ask the students

to read the three sentences

and stamp their feet when

they say the ape/ake/ase

candles) and ask one or two questions about them (“Do you wear glasses?”/ “How many candles are on the cake?”) Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students do the chant individually or as a group Ask the students to complete the comprehension activity

at the bottom of the page

11 10

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Write the long a words.

A Listen and write Then match CD 1 14

B Read and write

The case is on the bed

The game is on the bed

The tape is on the bed

question together Then ask the students to choose one of the long vowel “a_e” words and write

their own sentence

reading the sentence they made Choose some of the pairs to present their sentences in front of

the class

picture is Tell them to write the missing words

of paper Ask them what picture is their favorite and what word they think they wrote the neatest

Listen and write the

missing letters: Use the

fl ashcards to review the

long vowel “a_e” words with

the students Play the CD

and have the students write

the missing letters they

hear in the boxes Once

the students have finished

writing the missing letters,

tell them to use their answers

to complete the sentence

13

CD 1

I have a cane I have a cane

Quiz – Listen and number Then write: Write ape/ake/ase/ame on the board Ask the students what words they know for each ending Play the CD and have the students write the words they hear and then match them with the pictures

13 12

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Workbook Answer Sheet Readers

I Am a Photographer

a_e

Long Vowel a

• Art (Taking Pictures)

picture Play the CD and have the students listen and repeat what they hear Read each page and

have the students repeat the sentences Ask them to describe what they see on each page Tell

the students to do the “Let’s Draw” activity at the end of the story Then have each student say

what picture they think the boy will take at school

assess their reading fl uency

Read and circle.

Solve the puzzle

Trace

Find and circle the long a words Then read.

Trace and write Then read.

cake rat game ham vase case cap tape pin cape bake name

3 4

6

5

7 8

I can say the WORDS /8

I can say the SENTENCES /3

Unscramble and write.

Read and trace Then number.

Read and circle Then write

The ca ke is on the ca se Here is a cape

The vase is on the ta ble.

e a p t m e a n k a b e

name a e

(game / cake) is on the case.

15 14

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 2: Long vowel “i” ( i_e)

• Objectives:

- To recognize the long vowel “i_e” sound

- To learn words with the long vowel “i_e” sound

- To build confidence in reading and writing long vowel “i_e” words

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vowel “i_e” sound Have the

“i_e” sound and the pictures

(“i, pine”/“i, kite”)

the long vowel “i_e” sound

have them stamp their feet

Play the CD Encourage the

students to sing and stamp

their feet during the long

vowel “i_e” sound parts of the

song

CD and have the students repeat what they hear Say the long vowel and short vowel “i” sounds and have the students repeat them What long vowel and short vowel

“i” words do they know? Roll

a die and see what number

it lands on Ask the students

to try to say that many long vowel and short vowel “i” words

Tell the students to write the word “pin” in the air with their finger Then ask them

to draw a “magic e” on the end of the word Tell them that the “magic e” makes the short vowel “i” into the long vowel “i_e” and now the word

is “pine.” Do the same thing with “kit.” Read the sentence

at the bottom of the activity together

W Whhhaaattt'''sss ttthhhaaattt sssooouuunnnddd??? iii _eee,,,iii _eee,,,iii _eee

IIIttt'''sss ttthhheee lllooonnnggg vvvooowwweeelll iii!!! iii _eee,,,iii _eee,,,iii _eee

A long vowel says its name.

Say and color

big

about the picture What is the woman biting? What color are the children’s backpacks? Point to

the images and say the long vowel “i_e” sound and words with the students (“i, pine”) Play the CD

and do the chant Then have the students do the chant individually or as a group Ask them to

put the stickers from the back of the student book on the picture

16

ask them to stand at the back of the classroom Tell them to run to the board and write down the

word on the fl ashcard The first person to write down the word and then say the long vowel “i_e”

sound and the word (i, pine) is the winner

16

short vowel “i” sound and what words have a long vowel “i_e” sound Tell the students to color the short vowel “i” hives red and the long vowel “i_e” hives blue Have the students count how many red and blue hives there are

19 18

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21 20

Learn

the long vowel “i_e” sound

Put the pine fl ashcard on

the board and write “pine.”

vowel “i_e” rhyming words

with their finger Then have

vowel “i_e” rhyming words on

their own

18

CD 1

/ai/ /ain/ pine

/ai/ /ain/ nine

/ai/ /aiv/ five

/ai/ /aiv/ hive

/ai/ /aik/ bike

/ai/ /aik/ hike

/ai/ /ait/ bite

/ai/ /ait/ kite

Listen and circle Then write: Write ite/ike/ive/ine

I can’t.”) / (“Yes, I do.”/“No, I don’t.”)

21 20

Learn

L te

n i n e

Learn

Listen

p pin ne n nin ne fiv ve h hiv v ve

b bik k ke h hik k ke b bittte k kittte

h i v e

to say what each picture and word is Tell them to circle the words with the long vowel “i_e” sound Correct the answers together or have the students work with a partner to check their work

21 20

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say “Ride a bike I ride a bike.”

Have the students repeat

what you said Do the same

thing for numbers 2 and 3

and then play the CD and ask

the students to repeat what

Extra idea: Ask the students

and clap their hands when

they say the the “i_e” words

Have the students read and

clap at diff erent speeds

Listen and read the story out loud: Look at the picture What do the students see? What is happening? Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students do the chant individually or as a group Ask the students to answer the comprehension question

After You Read

L e Le

W rd

3. I have five (kites/pines)

1. I see a (pine/hive)

2. I like to ride a (bite/bike)

How is the weather? Check

The weather is not fine

The weather is fine

my

I to

High

3 1

2

When the weather is f ine,

I like to play outside.

I like to hike

I like to see green pines.

I like to fly my pink kite

I like to ride my red bike

I like to play hide-and-seek.

Playing outside is always fun.

L e Le

long vowel “i_e” words Then have them write the number of each sentence next to its matching

work

the board and write blanks underneath it for all the letters Have the students guess which letters

go in the blanks, and then what the sentence is You can use the other long vowel “i_e” phonics

words to make more sentences

23 22

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long vowel “i_e” words with

24

CD 1

What time is it?

Quiz – Listen and number Then write: Write ite/ike/ive/ine on the board Ask the students what words they know for each ending Play the CD and have the students write the words they hear and then match them with the pictures

Can

Choose

Trace and write your own sentence

I’m a Writer

Write the long i words

B Read and write

bite five pine

bike kite

bike

hive

What m is it?

I like to ride a bike

I like to fly a kite

hike

happening? Read the question together Then ask the students to choose one of the long vowel

“i_e” words and write their own sentence

the class

hike

25 24

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What Time

s t ?

i_e

Long Vowel i

• Math (Telling Time)

• Non-fi ction

2

Unit

Track 06 - 07

15

have the students repeat the sentences Ask them to describe what they see on each page At the

end of the story, ask the students what time it is and have them tell you what they are doing

Find the words and circle Then match.

Write

Find and circle the long i words Then read.

Say and write.

m g b i k e c

u d m n i n e

c k i t e a g

w r d h i k e

h i v e r c d

r c f i v e d

b i t e w x a

pine

bike

nine

hike

five

bite

hive

kite 2 Unit nine five hit bike pen kite pine tin hike hive bun bite Read and circle 2 3 1 hive kite bike Read Puzzle Read 1 5 2 6 3 7 4 8. Long Vowel i p i n e u g b i k e nine i e ive ite ive ite

8 9 I can say the WORDS /8 I can say the SENTENCES /3 Write the missing letters Read and trace Then number Read and circle Then write

I like to fly my pink kite

I like to ride my red bike

I like to see green pines

k t

k e

f v

Write Write

Trace

1.

2.

3.

Long Vowel i

Say aloud Check the ones you can say.

Say

8 3

27 26

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 3: Long vowel “o” (o_e)

• Objectives:

- To recognize the long vowel “o_e” sound

- To learn words that have the long vowel “o_e” sound

- To build confidence in reading and writing long vowel “o_e” words

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vowel “o_e” sound Have the

“o_e” sound and the pictures

(“o, hope”/“o, rose”)

the long vowel “o_e” sound

have them hop on one foot

Play the CD Encourage the

students to sing and hop

on one foot during the long

vowel “o_e” sound parts of

the song

CD and have the students repeat what they hear Say the long vowel and short vowel “o” sounds and have the students repeat them What long vowel and short vowel “o” words do they know? Roll a die and see what number it lands on Ask the students to try to say that many long vowel and short vowel “o” words

Tell the students to write the word “hop” in the air with their finger Then ask them

to draw a “magic e” on the end of the word Tell them that the “magic e” makes the short vowel “o” into the long vowel “o_e” and now the word is “hope.” Read the sentence at the bottom of the activity together

W Whhhaaattt'''sss ttthhhaaattt sssooouuunnnddd??? ooo _eee,,,ooo _eee,,,ooo _eee

IIIttt'''sss ttthhheee lllooonnnggg vvvooowwweeelll ooo!!! ooo _eee,,,ooo _eee,,,ooo _eee

Say and color

about the picture Do the students like dogs? How many roses are there? Point to the images and

say the long vowel “o_e” sound and words with the students (“o,hope”) Play the CD and do the

chant Then have the students do the chant individually or as a group Ask them to put the stickers

from the back of the student book on the picture

27

images facing down Spend 15 – 20 seconds moving the fl ashcards around Say the long vowel “o_

e” sound and the word on each fl ashcard (“o, nose”) while you are moving the fl ashcards to remind

the students what they are Stop moving the fl ashcards around, point to the first one, and ask the

students to guess what it is

28

/o/, /o/, /o/ This is the short vowel “o” sound /ou/, /ou/, /ou/ This is the long vowel “o_e” sound

sound

A long vowel says its name

vowel “o” sound and what words have a long vowel “o_e” sound Tell the students to color the short vowel “o” moles red and the long vowel “o_e” moles blue Have the students count how many red and blue moles there are

31 30

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33 32

Learn

the long vowel “o_e” sound

Put the hope fl ashcard on

the board and write “hope.”

vowel “o_e” rhyming words

on their own

29

CD 1

/ou/ /oup/ hope

/ou/ /oup/ rope

/ou/ /ouz/ nose

/ou/ /ouz/ rose

/ou/ /oun/ cone

/ou/ /oun/ bone

/ou/ /oul/ hole

/ou/ /oul/ mole

Listen and circle Then write: Write ope/ole/ose/one

What color is the rose? How many bones are there?

Teach the students how to answer the questions in full sentences (“It is pink.”) / (“There is one bone.”)

33 32

Learn

L te

Learn

Listen

to say what each picture and word is Tell them to circle the words with the long vowel “o_e”

33 32

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say “A rose I put a rose on

a plate.” Have the students

I put a bone on a plate

Time the students individually

or as a group to see how fast

they can read them

Listen and read the story out loud: Look

at the picture What do the students see? What

is happening? Teach the students any new words

in the picture (heart/

doghouse/fence) and ask one or two questions about them (“How many hearts are there?”/“What color is the doghouse?”) Play the

CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students do the chant individually or as a group Ask the students to complete the comprehension activity

After You Read

L e Le

W rd

3. I (hope/rose) she likes it

1. I put a (cone/mole) on my head

2. I put a rose in the (bone/hole)

she

put a

High

3 1

2

2 The dog puts a rose on the plate O X

1 The dog goes to Hope's house

I put a c one on my head

I put a bow on my nose

I go to Hope's house

I put a bone on the plate.

I put a rose in the hole

I hope she likes it!

L e Le

L arn to Read d

Sentence

O X

long vowel “o_e” words Then have them write the number of each sentence next to its matching

work

Erase a few words from each sentence and ask the students to read them again Can they

remember the missing words?

to assess their reading fl uency

35 34

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long vowel “o_e” words with

Can

Choose

I’m a Writer

Write the long o words

B Read and write

I catch fish with a fishing

I put a in the hole

hole nose bone

rope rose

question together Then ask the students to choose one of the long vowel “o_e” words and write

their own sentence

the class

37 36

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Hide and Seek

o_e

Long Vowel o

• Science (Animals)

picture Play the CD and have the students listen and repeat what they hear Read each page

and have the students repeat the sentences Ask them to describe what they see on each page

Discuss the “Science Fact” at the end of the story together

across

down

Read and circle.

Solve the puzzle

Write

Find and circle the long o words Then read.

rose hot hole mole rat rope nose hope cone hop cub bone

3 4

6

5

7 8

I put a rose in the hole

I hope she likes it!

I put a bone on the plate.

l m e o e r s o o n c e

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 4: Long vowel “u” (u_e)

• Objectives:

- To recognize the long vowel “u_e” sound

- To learn words that have the long vowel “u_e” sound

- To build confidence in reading and writing long vowel “u_e” words

Trang 22

vowel “u_e” sound Have the

“u_e” sound and the pictures

(“u, cube”/“u, cute”)

the long vowel “u_e” sound

have them whisper Play the

CD Encourage the students

to sing and whisper during

parts of the song

CD and have the students repeat what they hear Say the long vowel and short vowel “u” sounds and have the students repeat them What long vowel and short vowel “u” words do they know? Roll a die and see what number it lands on Ask the students to try to say that many long vowel and short vowel “u” words

Tell the students to write the word “cub” in the air with their finger Then ask them

to draw a “magic e” on the end of the word Tell them that the “magic e” makes the short vowel “u” into the long vowel “u_e” and now the word is “cube.” Do the same thing with “cut.” Read the sentence at the bottom of the activity together

W Whhhaaattt'''sss ttthhhaaattt sssooouuunnnddd??? uuu _eee,,,uuu _eee,,,uuu _eee

cube

about the picture What color are the birds? What shape is the tube? Point to the images and say

the long vowel “u_e” sound and words with the students (“u, cube”) Play the CD and do the chant

Then have the students do the chant individually or as a group Ask them to put the stickers from

the back of the student book on the picture

38

and a set of word fl ashcards Spread out both sets of fl ashcards face down Have a student turn

over one picture fl ashcard and one word fl ashcard and say the long vowel “u_e” sound and the

word (“u, tune.”) If the two fl ashcards match, the student gets a point

39

Long Vowel u Listen and compare the short vowel “u” and long vowel “u_e” sounds

/u/, /u/, /u/ This is the short vowel “u” sound /ju:/, /ju:/, /ju:/ This is the long vowel “u_e” sound

A long vowel says its name

vowel “u” sound and what words have a long vowel “u_e” sound Tell the students to color the short vowel “u” mules red and the long vowel “u_e” mules blue Have the students count how many red and blue mules there are

43 42

Trang 23

45 44

Learn

45 44

Put the cube fl ashcard on

the board and write “cube.”

vowel “u_e” rhyming words

on their own

40

CD 1

/ju:/ /ju:b/ cube

/ju:/ /ju:b/ tube

/ju:/ /ju:n/ June

/ju:/ /ju:n/ tune

/ju:/ /ju:t/ cute

/ju:/ /ju:t/ mute

/ju:/ /ju:l/ mule

Listen and circle Then write: Write ute/uge/ule/ube on the board Ask the students what words they know that have those endings Play the CD Tell the students to circle and write the endings they hear Correct the answers together

How many days are there

in June? What colors are the squares on the cube? Teach the students how to answer the questions in full sentences (“There are 30 days.”) / (“The squares are green, yellow, purple, blue, red, and white.”)

Learn

L te

Learn

Listen

to say what each picture and word is Tell them to circle the words with the long vowel “u_e”

45 44

Trang 24

say “My tube That’s my tube.”

Have the students repeat

what you said Do the same

thing for numbers 2 and 3

and then play the CD and ask

the students to repeat what

they hear

43

CD 1

1 my tube That’s my tube

2 my cube That’s my cube

3 my mule That’s my mule

and stamp their feet when

they say the ube/ule words

Listen and read the story out loud: Look at the picture What do the students see? What is happening? Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students do the chant individually or as a group Ask the students to answer the comprehension question

After You Read

L e Le

W rd

3. She sings a (tune/mute)

1. I lost my (tube/cube)

2. That's my (tube/mule) It's cute

3

1 2

Officer! Officer! Please help me!

I lost my m ule and cube.

I lost my sister June!

Oh! That's my mule It's cute.

That's my cube It's not huge.

That's June She sings a tune.

Thank you, officer!

that

me it

High

What happened to June? Check

She lost an officer

She lost her sister

L e Le

long vowel “u_e” words Then have them write the number of each sentence next to its matching

work

your eyes and tell the students to run to one of the corners (any corner is fi ne) and stop Call

out one of the sentences from page 38 and then open your eyes Any students standing by the

fl ashcard mentioned in the sentence is out Have the whole class repeat the sentence before

playing the next round

47 46

Trang 25

long vowel “u_e” words with

Can

Choose

I’m a Writer

Write the long u words

B Read and write

mute huge tune

mule tube

cute

huge

That is a sand d

That tube is mine

That mule is mine

“u_e” words and write their own sentence

the class

49 48

Trang 26

Same and Different

u_e

Long Vowel u

• Social Studies (Same and Diﬀ erent)

picture Play the CD and have the students listen and repeat what they hear Read each page

and have the students repeat the sentences Ask them to describe what they see on each page

Discuss the “Let’s Talk” questions at the end of the story together

Find the words and circle Then match.

Write

Find and circle the long u words Then read.

Say and write.

cap tube bug tune cube hut June huge mute bin mule cute

Read and circle.

Write the missing letters

That's my mule It's cute That's June She sings a tune

I lost my mule a nd cube

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 5: Long vowel “e” (ee/ea)

• Objectives:

- To recognize the long vowel “ee/ea” sound

- To learn words that have the long vowel “ee/ea” sound

- To build confidence in reading and writing long vowel “ee/ea” words

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vowel “ee/ea” sound Have

vowel “ee/ea” sound and the

pictures (“e, bee”/“e, read”)

the long vowel “ee/ea” sound

have them say it with a

monster voice Play the CD

Encourage the students to

sing and use a monster voice

during the long vowel “ee/ea”

sound parts of the song

CD and have the students repeat what they hear Say the long vowel and short vowel “e” sounds and have the students repeat them What long vowel and short vowel “e” words do they know? Roll a die and see what number it lands on Can the students think of that many long vowel and short vowel “e” words?

Write the words “bed” and

“bee” on the board Tell the students that “ee” and “ea” have the same sound and that a long vowel always says its name Point to “bed” and have the students say it Then point to “bee” and have the students say it Have them practice saying both words To make things fun, have the students say the words at diff erent speeds and change their voice Do the same thing for “red” and

Say and color

Say

Long e

Short e

bee pet

bed

ten

tree read

pea

about the picture Can the students swim? Do the students like watermelon? Point to the images

and say the long vowel “ee/ea” sound and words with the students (“e, bee”) Play the CD and do

the chant Then have the students do the chant individually or as a group Ask them to put the

stickers from the back of the student book on the picture

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take one of the fl ashcards away Ask the students to guess which fl ashcard is missing Have them

say the long vowel “ee/ea” sound and the word when guessing (“e, bee.”)

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vowel “e” sound and what words have a long vowel “ee/ea” sound Tell the students to color the short vowel “e” peas red and the long vowel “ee/ea” peas blue Have the students count how many red and blue peas there are

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Learn

the long vowel “ee/ea” sound

Put the bee fl ashcard on

the board and write “bee.”

vowel “ee/ea” words while

following the arrows with

their fingers Then have the

“ee/ea” words on their own

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CD 1

/ee/ /ee/ bee

/ee/ /ee/ seed

/ee/ /ee/ tree

/ee/ /ee/ green

/ee/ /ee/ sea

/ee/ /ee/ pea

/ee/ /ee/ meat

/ee/ /ee/ read

Listen and trace: Play the

CD and have the students trace the words Then read the words together

Learn

Read and circle

L te

green n tree

pea sea

of fl ashcards on each side of it Ask two students to stand at the back of the classroom Call out one of the long vowel “ee/ea” sound words and have the students run to the board and circle it

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say “Read books We read

books.” Have the students

3 see the tree

We see the tree

and clap their hands when

they say the long vowel “ee/

ea” words Have the students

read and clap at diff erent

After You Read

L e Le

W rd

3. I can (read/eat) the map

1. We eat (meat/bee)

2. We sleep under the (sea/tree)

come

eat now

High

3

1

2

2 Now, the boy doesn't read books

1 Now, the boy eats green peas

Last year, I didn't eat peas.

But now, I eat peas.

Green peas are good for me.

Come and eat with me.

Last year, I didn't read books.

But now, I read books.

Books are good for me

Come and read with me.

We eat (meat/bee)

L e Le

L arn to Read d

Sentence

O X

long vowel “ee/ea” words Then have them write the number of each sentence next to its

matching picture Correct the answers together or have the students work with a partner to check

their work

students to put the words in the correct order

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long vowel “ee/ea” words

with the students Play the

CD and have the students

write the missing letters

they hear in the boxes Once

Write the long e words

B Read and write

We see the green

We need to l p.

2 1

3

green peasmeat

bee seed sea

seed tree

“ee/ea” words and write their own sentence

the class

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ee, ea

Long Vowel e

• Health Education (Healthy Food)

have the students repeat the sentences Ask them to describe what they see on each page Have

them complete the “Let’s Find” activity at the end of the story

across

down

Read and circle.

Solve the puzzle

Trace

Find and circle the long e words Then read.

red bee sea bug seed pig tree pea meat green leg read

I read books.

I eat meat Last year, I didn't eat pea s

e r e t a e t m r e g n e

meat tree green

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