PHONICS SHORT Ee ACTIVITIES

$4.00

PHONICS SHORT Ee ACTIVITIES

This product includes whole group, small group and independent activities to teach the Short Ee Patterns: -ed, -eg, -en, -et

Activities Include…

Student Chart {Pg. 2}

Place this poster in each learner’s book box or writing folder as a reference.

Short Ee Posters {Pg. 3-6}

Introduce the vowel patterns with these posters and post in the classroom.

Short Ee Charts {Pg. 7-10}

Create a list of words as a class and post in the room or in the writing center.

Short Ee Word Cards {Pg. 11-14}

Make a flip book using a metal ring and place in the classroom library or using during small group instruction.

Short Ee Puzzles {Pg. 15-18}

Have the learners match the puzzle pieces for each pattern.

Short Ee Literacy Center {Pg. 19-23}

Have the learners write the sounds they hear to make each word.

Short Ee Literacy Center {Pg. 24-35}

Have the learners match the sounds they hear to make each word.

Short Ee Literacy Center {Pg. 36-40}

Have the learners change the beginning sound in each pattern to create a new word.

Short Ee Mini-Book {Pg. 41}

Have the learners color, cut and fold the book and add to their book box.

Short Ee Workpages {Pg. 42-43}

Have the learners glue the pictures to the correct pattern.

BUY THE BUNDLE AND SAVE…Short Vowel Activities BUNDLE

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

CCSSL.K.2c

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSSL.K.2d

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSSRF.K.2c

Blend and segment onsets and rimes of single-syllable spoken words.

CCSSRF.K.2d

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Texas Essential Knowledge and Skills

TEKSLA.K.2.A.x

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: segmenting spoken one-syllable words into individual phonemes.

TEKSLA.K.2.B.i

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: identifying and matching the common sounds that letters represent.

TEKSLA.K.2.B.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.

TEKSLA.K.2.B.iii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: recognizing that new words are created when letters are changed, added, or deleted such as it – pit – tip – tap.

TEKSLA.K.2.C.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns.