In this lesson, students’ attention is drawn to the numerous ways the long /e/ sound is represented in words. The teacher and the students underline the spelling pattern that represents the long /e/ sound.The teacher and students sort some of the words into groups according to the spelling pattern used to represent the long /e/ sound. The lesson focus, asking yourself “does it look right?” after you’ve written a word, is introduced.
Shared Reading: Returning to the text: Part 2—Phonics for First Graders (8 of 8)
About the Author: debracrouch
Debra Crouch works nationally as an independent literacy consultant, collaborating with districts and schools in designing professional learning opportunities. Her work empowers teachers, principals, and coaches to envision instructional decisions that matter for children—decisions about processes for learning that unfold over time, across texts and among practices. She actively shares her thinking and practices through long-term professional learning opportunities with districts across the country serving children from diverse backgrounds, languages, and socioeconomic needs.