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Title
Letter Name Recognition – Ee
Lesson Objective
The student will be able to identify, name, and write the capital and lowercase letters Ee.
Background Information for Teacher
Words in bold will be said aloud by the teacher.
Student Prior Knowledge
N/A
Materials:
Ee mnemonic cards or complete mnemonic alphabet poster
Student Page 1
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
Take a look at this letter. It is the letter E. Say it with me this time: E. Point to the capital letter E and say: This is the capital
letter E. Capital letters are tall letters. This one is just straight lines. It does not have any curved lines. To help me
remember, I think of elk when I think of the capital E. Point to the lowercase letter e and say: This is the lowercase letter e.
This lowercase letter is a short letter. The lowercase e is both straight and curved lines. Tell me a way that the lowercase e
looks different from the capital E? How do they look the same? Pause for the student response. The lowercase e resembles
an egg. To help me remember what a lowercase e looks like, I think of an egg like this one. Point to mnemonic illustration. The
uppercase letter E reminds me of an elk, and the lowercase letter e reminds me of an egg.
Now I will show you how to write the letter e. Let’s start with the capital E. Watch me first. Demonstrate how to write capital E
on a board or a piece of paper while indicating start points and directionality. Then lead the student in tactile/kinesthetic ways to write
the E, such as “writing” in the air or on the palm of their hands. It is suggested that you have lines already on the board to indicate the
baseline, midline, and top line.
1. To write capital E, I start at the top on the line. I pull my pencil down to the baseline and stop. I pick my pencil
up and go back to where I started. I push across. Then I move my pencil down and push across again. I move
my pencil down to the baseline and push across again.
2. I need to read the letter I wrote: E. Touch under the letter to demonstrate one-to-one.
3. Now I have written a capital E!
4. How many lines across did I make? Let’s count them together. Point to each cross line and count aloud. Three
lines go across on a capital E.
This time, you will practice writing a capital E with me, but we will write in the air. Remember to look at the E I wrote on the
board if you need help. Turn your back to the student to air-write the letter, or write it backward if you face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then the student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold their pencil to air-write.
1. Get your pencil ready to air-write capital E! Model how to hold the pencil in the air.
2. Where should we start when we write capital E? Do we start at the top or the bottom? (top) Get your pencil
ready at the top of your air-paper.
3. I pull my pencil down to the baseline and stop. I pick my pencil up and go back to where I started. I push
across. Then I move my pencil down and push across again. I move my pencil down to the baseline and push
across again.
4. Let’s read the letter we wrote: E. Touch under the letter to demonstrate one-to-one.
5. You’ve written capital E!
Repeat this process a couple of times. Repeat the process with the student “writing” with their pointer finger on the palm of their other
hand while iterating the steps to engage tactile modality.
Repeat the modeling, air-writing, and palm-writing with lowercase e.
1. To write lowercase e, I don’t need to start at the top line because lowercase e is a short letter. I start between
the baseline and midline instead, in the blank space. I pull my pencil across and then up and around.
2. I need to read the letter I wrote: e. Touch under the letter to demonstrate one-to-one.
3. Now I have written a lowercase e!
This time, you will practice writing a lowercase e with me, but we will write them in the air. Remember to look at the
lowercase e I wrote on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you
face the student.
1. If you model air-writing the letter facing the students and do not start on the left, then students may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so students can create an internal monologue of the letter formation.
Students may hold their pencils to air-write.
1. Get your pencil ready to air-write lowercase e!
2. Since lowercase e starts between the baseline and midline, where should I put my pencil in the air? Should I
stretch my arm tall like this (reach arm up as if starting on the imaginary top line), or should I start here (bend arm
and place hand at a midpoint in the air)?
3. Make sure the student is starting at around eye level and affirm the correct starting point.
4. I pull my pencil across, up, and around.
5. Let’s read the letter we wrote: e. Touch under the letter to demonstrate one-to-one.
6. You’ve written a lowercase e!
Have the student complete the Student Practice Page
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Step 4: Review. Start the next lesson with the game or activity attached below for review so the student can demonstrate
understanding of this lesson before moving forward.
Exercise the Alphabet Outside (offline) activity
Only practice the letters that you have already taught the student up to this point.