Magical /ee/ Sounds

Lesson Overview

Duration: 30 minutes Class size: 15 students Year: 1 (Stage 1) Focus: English — Phonics and Comprehension with a focus on the /ee/ sound Text: Too Big to Be a Fairy (picture book) WALT:

• We Are Learning To identify and read words with the /ee/ sound
• We Are Learning To use comprehension strategies before, during and after reading
• We Are Learning To understand how pictures and words work together in a story

Case Study Focus: Jess, a Year 1 student from south east Sydney who loves reading, especially about Australian animals. Jess is developing spelling skills, enjoys reading independently and uses computers for learning.

This lesson will integrate Jess’s love for reading and use digital tools for scaffolding where appropriate.

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NSW English Syllabus Outcomes

• EN1-2A: Communicate ideas, experiences and information using language appropriate for audience and purpose
• EN1-7B: Use comprehension strategies to interpret, analyse, and synthesise ideas and information
• EN1-10C: Use phonics, word knowledge and word strategies to read and spell accurately
• EN1-4A: Use interaction skills to communicate in situations requiring planning and teamwork
• EN1-9E: Use appropriate metalanguage to describe language features and structure of texts

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Teaching and Learning Cycle

Before Reading (7 minutes)

Activity:

• Activate prior knowledge with a brief discussion about words containing the /ee/ sound, asking students if they can think of any.
• Introduce key vocabulary words with /ee/ sounds (e.g., see, tree, bee, been), providing simple explanations and showing visual cards.
• Set a clear reading purpose by explaining that students will listen for /ee/ sounds and learn new words.
• Encourage students to make predictions about the story based on the title and pictures.

Description & Justification: Activating prior knowledge sensitises students to the target phoneme and sets a clear learning focus. Introducing vocabulary with explanations supports comprehension and vocabulary development. Setting a reading purpose and encouraging predictions engage students and prepare them for active reading.

Differentiation:

• For advanced learners: provide a list of /ee/ words to read independently and use in simple sentences.
• For students with dyslexia or difficulty blending sounds: focus on multi-sensory activities (visual + oral + kinesthetic) such as tracing the letters “ee” and saying the sound aloud together.

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During Reading (8 minutes)

Activity:

• Conduct guided reading or allow silent reading of Too Big to Be a Fairy.
• Pause at key points to ask comprehension questions such as "What is happening here?" or "What do you think will happen next?"
• Encourage students to listen for and highlight or note down /ee/ words during reading.
• Monitor understanding by prompting students with questions and clarifications as needed.

Description & Justification: Guided or silent reading with strategic pauses supports comprehension and phonics focus. Asking questions encourages active engagement and critical thinking. Note-taking or highlighting helps reinforce phoneme recognition and supports memory.

Dyslexia-friendly strategies:

• Text presented in a clear dyslexia-friendly font on the screen or large printed page.
• Clear spacing around words to reduce visual crowding.
• Pauses to decode and blend sounds allow slower, paced learning.

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After Reading (8 minutes)

Activity:

• Collaborative word sorting: Students work in pairs or small groups to find pictures/words with the /ee/ sound from the story and sort them into categories (e.g., /ee/ in the middle, /ee/ at the end).
• Use tablets or classroom computers for Jess and others to complete an interactive phonics game focused on /ee/.
• Reflective talk: Students share their favourite /ee/ words and draw a quick picture of one.

Description & Justification: Sorting consolidates phonological awareness and encourages peer collaboration addressing EN1-4A. Technology integration utilises Jess’s enthusiasm for computer learning, providing personalised practice and engagement. Reflection gives ownership and deeper understanding.

Extension for advanced learners:

• Write a short sentence using at least two /ee/ words from the story.
• Create a mini-book or digital slideshow illustrating their /ee/ words.

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Resources Required

• Picture book Too Big to Be a Fairy (physical and/or digital copy)
• Visual flashcards of /ee/ words and images
• Interactive whiteboard or projector
• Tablets or computers with phonics games focusing on the /ee/ sound
• Word sorting cards for /ee/ words
• Dyslexia-friendly font printouts or digital text displayed with appropriate formatting
• Paper, pencils, coloured markers for drawing

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Success Criteria

Students will be able to:

• Identify and say the /ee/ sound in spoken and written words
• Recognise and read common /ee/ words in the context of a story
• Use pictures and context clues to help understand the story’s meaning
• Work with peers to categorise /ee/ words
• Engage with digital tools to reinforce phonics learning

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Justification of Teaching Strategies

This lesson is designed around the NSW English K-6 Syllabus for Year 1, targeting the achievement of five specific outcomes: EN1-2A (effective communication), EN1-7B (comprehension strategies), EN1-10C (phonics proficiency), EN1-4A (interaction skills), and EN1-9E (metalanguage use). This holistic approach integrates phonics, visual literacy, comprehension, and social interaction—all critical for foundational English learning.

Explicit phonics instruction focusing on the /ee/ sound aligns with systematic synthetic phonics approaches, supported by extensive research showing that focused phoneme awareness advances early reading and spelling skills. By foregrounding /ee/, students, including Jess, strengthen segmentation and blending abilities vital for decoding unfamiliar words. The use of multisensory strategies ensures accessibility for students with diverse learning profiles, including those with dyslexia. Visual cards, oral repetition, and kinesthetic tracing provide multiple pathways for mastery, reflecting universal design for learning principles.

The use of the picture book Too Big to Be a Fairy supports meaning-making through integration of visual and textual elements, developing students' visual literacy. According to NSW Syllabus, language and meaning are co-constructed through images and print. This multimodal text invites students to infer and predict, engaging higher-order comprehension strategies (EN1-7B), crucial for building sustained reading skills. The Think-Aloud modelling demonstrates metacognitive strategies, helping students internalise comprehension processes.

Collaborative sorting and digital phonics games engage social and technological literacies. These activities reflect differentiated instruction tailored to diverse learners, including Jess, who enjoys using computers and benefits from interactive modalities. Pair and group work enriches communication skills (EN1-4A) by promoting negotiation, explanation, and listening. It also creates opportunities for peer scaffolding and supports individual confidence.

Early use of metalanguage (for example, identifying sounds and letter patterns) equips students with vocabulary to discuss language structures, directly addressing EN1-9E. This fosters students’ analytical thinking about language in accessible terms, allowing them to become more aware and reflective readers and writers.

Success criteria are clear and observable, helping students self-monitor and teachers assess outcomes against syllabus expectations. Differentiation through extension tasks ensures that advanced learners remain challenged, while the multisensory and dyslexia-friendly approaches ensure access and engagement.

Overall, this lesson balances explicit phonics with meaningful comprehension and interactive strategies, all within the NSW K-6 framework, providing a rich, inclusive, and engaging learning experience for Year 1 students like Jess and her peers.

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I am happy to provide additional tailored resources or assessment tools if needed.