ALEX Lesson Plan


Long e with Sheep in a Jeep

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  This lesson provided by:  
Author:Hannah Roberts
System: College/University
School: University of North Alabama
  General Lesson Information  
Lesson Plan ID: 33394


Long e with Sheep in a Jeep


This lesson is a small group phonics lesson. Using Sheep in a Jeep students will learn that ee says /e/. Students will read and write long e words and read the story Sheep in a Jeep.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 1
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]

a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]

b. Decode regularly spelled one-syllable words. [RF.1.3b]

c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]

e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]

f. Read words with inflectional endings. [RF.1.3f]

g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]

Local/National Standards:


Primary Learning Objective(s):

Students will read and write long e words. Students will read Sheep in a Jeep with teacher guidance.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

pencils, paper, 6 copies of the picture book Sheep in a Jeep, long e word cards (sheep, beep, jeep, deep, weep), sight word cards, sentences with the long e words from the book written on idex cards, white board and dry erase marker, computer and speakers to listen to YouTube video song "Double e"

Technology Resources Needed:

Listen to the "Double e" song from YouTube: Between the Lions


The teacher should read the book prior to this lesson. The teacher will choose sight words that their individual students may struggle will or may not be able to read to mastery. The teacher should choose long e words from the story and write them, along with additional long e words, on index cards. The teacher will also need to listen to the "Double e" song to make sure it can be accessed.



Tell students that today we will be learning that ee says /e/. Explain that first we will listen to a song about the about the double e letters, then we practice reading some long e words. Listen and watch the "Double e" song on YouTube. Ask student what the double e says. Next, the teacher will begin writing the long e words on the whiteboard, underlining the ee, and have students decode the words. The teacher will model with two or three words before having the students read them.

Independent Word Reading:

After the entire group has decoded all of the long e words from the whiteboard; students will read these words in sentences form the book. These sentences are written on index cards prior to the lesson. Each student will practice reading the sentence and when they are ready, they will read it to the teacher. Students should read at least three sentences from index cards, or more if time allows. 


Next, the teacher will show the students the cover of the book. The teacher will say,"boys and girls you have read words with long e and sentences with long and now we are going to read a story about a sheep in a jeep that has many long e words. As you whisper read the story to yourself I am going to listen to individuals read the story. If you are struggling with a word we will work on it together when I am listening to you." If students have difficulty with a specific word(s) write them on note cards for the child to practice individually. When everyone has a chance to read the story the group will discuss what happened with the sheep and their jeep in the story.


The group will review what ee says. All students who struggled with certain words will be guided to decode the words written on their index cards. The teacher will check for knowledge of these words at the next group meeting time. Students will read the story independently without the teachers assistance.

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Assessment Strategies

Students will be assessed to see if they have gained knowledge of the long e (ee) phonics skill using the assessment in the attachment section.


If the basic ee words are too simple for the students the teacher can gather a list of advanced ee words and replace them with the ee words. A more difficult text may be needed as well.


Small groups will be pulled for intervention. Students will review the long e words. Students may use letter tiles to build long e words. Student may write the long e words in a sentence that is decode-able for them individually. The teacher will read the story to the students and then move to reading more independently as each students progresses.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.