1. Spelling for Older Students
SOS
Lesson 21 ee
Created for SPELD SA by Jan Polkinghorne

2. Sounds in a word T-ee-th 3 s-t-r-ee-t 5 f-ee-t 3
Say the names of these pictures. Use your fingers to count how many sounds in each word. NOTE that is sounds not letters.
Click for answers
T-ee-th s-t-r-ee-t f-ee-t 3

3. Rhyming words. Find words to rhyme with each of these.
tea me be
see
three he
she we
free
beach
reach
teach
each
leech
screech
peach

4. What is the same about these pictures? Say the words aloud.
Click the box for the answer.
They all have ee sound:
Tea, teapot, seat, heat, read, meat, weeds, teacher, peas, beach, feet, bee, tree, teeth, street, meet, beetle.

5. Sort all of your bottle top letters into vowels and consonants.
ee is a long vowel. All letters in our alphabet belong to one of two groups
The mouth is stretched wide and lips and teeth are nearly touching .
Sort all of your bottle top letters into vowels and consonants.
We need to know whether a letter is a vowel or consonant to help us apply spelling rules.

6. Use your ears and listen carefully.
Complete the requirements for the next screen before proceeding. See Instructions.
Use your ears and listen carefully.

7. A Real Treat. Tom was very happy
A Real Treat! Tom was very happy. It was the weekend and he was off to the beach with Mum and Dad, his puppy and baby Pete. “Help me pack the green bag,” said Mum. “We need sun cream and lots to eat.” Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy jeep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. “Oh, no,” said Tom. “We’ll be here for a week!” Dad went to speak to the driver to see if he could help. They put the wheel back on. Then Dad said, “I must hurry. We need to get to the beach.” At last they got to the sea. Tom and Pete had an ice-cream. Mum and Dad had a cup of tea. The puppy went to sleep under a tree.
‘The’ can be pronounced as a schwa (grunt vowel) or an ee.

8. How to write the letters ‘ea, ee, y’
Linked script is far better to write than printing. It is faster, easier, more comfortable to write for long periods and your brain learns the words better if they are linked.
ea ee easy 1 1

9. Two rules help a little:
Long ‘ee’ is one of the hardest vowels to write . It has many different spellings.
The five most common are : ‘e’, ‘ee’, ‘ea’, ‘y’ and ‘e-e’
Two rules help a little:
1 If the short vowel doesn’t work try the long vowel sound.
2 When two vowels are together the first says its alphabet name and the second is silent.
Recognising ‘ee’ when reading is easier than knowing which one to use when writing.
Try using scrap paper to try out all the options.

10. each peach beach* lead read* leaf cream peas beans team clean jeans e
ea next most common
each
peach
beach*
lead
read*
leaf
cream
peas
beans
team
clean
jeans e he
be*
she
the we me
e-e
here*
severe
Japanese
delete
y on end of a multi syllable word
angry
berry
cherry
silly
funny
twenty
sorry
hungry
empty
very
lolly
ee most common, middle or end of words need* seed cheek street feet* meet* sheep sweet freeze weed heel* peel* feel

11. How many words can you make using these letters
How many words can you make using these letters? p, s, t, n, u, ee, ea, m, y You may use a letter as many times as you like in a word. What is the longest word you can make?
You might be able to apply the doubling rule if you think of longer words.

12. Tricky Words – non phonetic
Click to reveal the word
Click to reveal the word
any
more
Click to reveal the word
many

13. Time to do the Set 20 Tricky Word revision

14. Instructions.
Slide 2 counting sounds in a word. The answer is frequently not the same as the number of letters in the word.
Slide 3 Rhyming words
Slide 4 Hearing long ee sound.
Slide 5– knowing vowels and consonants is vital for learning spelling rules. Multisensory learning (feeling the formation of a sound) is useful for many students. Rule 1: If the short vowel pronunciation doesn’t work to make a word try the long vowel.
Slide 6 and 7. Read the story for long ee aloud. Ask each student to keep a tally of how many ee sounds they hear in the story. Compare results. They need to use ears not eyes. Hand each student a copy of the story. Read it aloud again and have students mark each ‘ee’ sound as they go. Beware – not very letter e makes an ee sound!
Slide 8–writing ee and ea and linking. Handwriting I have used Sego Script because it is freely available on most computers . Research is now showing that linked script is more ergonomic and helps with retention of spelling. Many prospective employers are expecting job applications to be handwritten and many exams have to be handwritten. It is still a necessary skill.
Slide 9 – The 5 most common ways of writing long ee sound in English are: ee( most common), ea next most common, e-e, (usually on the end of a word, e and y.
Slide 10- The 5 most common ways of writing long ee sound in English . * means it is a homophone . This is a good time to explain this term to students . # open and over the e is doing two jobs- changing o into long oe and making er sound in over and e sound in open.
Slides 11 How many long ee words can students make?
Slide 12 and 13 Tricky words. These words are high frequency, often non phonetic and have to be learnt by rote for both spelling and reading. Spell with alphabet names. Do not sound.