Long ee or ea
[Pages:14]July 2006. To print your own copies of this document visit:
Long ee or ea
Margaret Adams, the contributor, explains ...
I am attaching Pages 3-7. An activity (using the letters / ee/ ) that I used recently with a student within my group. He is working at a lower level than the others so my assistant tutor worked with him on this while most of the others were looking at "i before e". As they both have a connection to the same sound, it was fairly easy to link them. This particular student also has a difficulty hearing the end of words, so I have incorporated this into the activity. Pages 8-14. A second activity (for / ee/ and / ea/ ) that I used with two slightly higher level learners within the group, still using the same sound.
Learners all enjoyed sharing their rhyming couplets with the rest of the group later. Pr epa r a t ion Pages can be
printed as paper worksheets printed on card, cut up and kept as reference (after being completed
by learners) laminated, cut up and used with small dry wipe pens Please see pages 3 and 8 for objectives and further teaching ideas.
To obtain an editable version of the original Word document please send teaching ideas or any adult basic skills resource that you would like to share to
maggie@skillsw
THANK YOU
This resource kindly contributed by Margaret Adams, uckfield@.uk Kenward Trust and Uckfield Community Technology College Rw/E1.2 Decode simple, regular words (inc. final consonants) Rw/E2.3 Use phonic & graphic knowledge to decode words (inc. long vowel phonemes). Ww/E1.3, Ww/E2.2 Use knowledge of sound-symbol relationships (e.g. consonant clusters, vowel phonemes) to help work out correct spellings.
Page 1 of 14
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/ ee/ words
bee been beer beet le beet r oot cheep cr eed cr eep deed deem deep deer eel eer ie f ee f eed f eel f eet f lee f leece f leet
f r ee f r eed glee Gr eece gr eed gr eedy Gr eek gr een gr eet heel j eep j eer keel keen keep knee kneel lee Leeds leek meek
meet meet ing need needy pee peek peel peep peer pr een r eed r eef r eek r eel see seek seem seen seep sheen sheep
W ords used on sheet s
sheer sheet sleep sleet sleeve st eel st eep st eer sweep sweet t ee t eem t een t eet h t hee t r ee wee weed week weep wheel
ee
bee beer beet le deep deer eel f eed f eelings f eet f leece f leet f r ee gr eedy gr een
j eep knee Leeds leek meet peep r eel see sheep sheet sleep sleeve st eel st eep sweep
sweet t eet h t r ee weed week weep wheel
ea
sea seahor se lead t ea dr eam st eam
meat weak st eal Beat les dear leak conceal east beach beneat h season speak
This resource kindly contributed by Margaret Adams, uckfield@.uk Kenward Trust and Uckfield Community Technology College Rw/E1.2 Decode simple, regular words (inc. final consonants) Rw/E2.3 Use phonic & graphic knowledge to decode words (inc. long vowel phonemes). Ww/E1.3, Ww/E2.2 Use knowledge of sound-symbol relationships (e.g. consonant clusters, vowel phonemes) to help work out correct spellings.
Page 2 of 14
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Part 1: Long vowel e (grapheme `e') and f inal consonant phonemes
Aims:
t o under st and t hat long e sound of t en r elat es t o t he let t er s / ee/ . t o ident if y phonemes and gr aphemes at t he end of wor ds.
I MPORTANT TO STI CK TO / EE/ . DO NOT I NTRODUCE OTHER PATTERNS FOR THE SOUND AT THI S STAGE.
Obj ect ives:
t o complet e spellings by adding cor r ect f inal consonant phoneme t o ident if y r hyming wor ds and mat ch car ds wit h r hyming wor ds t o wr it e a shor t r hyming poem using some `ee' wor ds f r om t he car ds
1. Explain t o lear ner t hat t he long / e/ sound of t en r elat es t o t he let t er s / ee/ . Tell him t hat t her e can be ot her ways of making t his sound but t her e ar e no clear r ules and t hey j ust have t o be lear ned. Today we ar e concent r at ing on `ee' only.
2. Ask st udent t o add / ee/ (long e sound) wher ever black lines appear on t he sheet s (pages 4-7). Explain t o him t hat we have not iced t hat alt hough he of t en get s t he beginning of wor ds r ight , he seems t o f ind it mor e dif f icult at t he end of t he wor d so we want t o do some wor k on t his. Wher e t her e is r ed (double) under lining t he f inal let t er s ar e missing. Ask lear ner t o t r y and put t hem in. Ask him t o sound out t he wor d so t hat he can bot h hear it , and `f eel' it wit h his t ongue/ mout h. Model pr ocedur e wher e necessar y.
3. When st udent complet es act ivit y ask him t o cut wor ds (wit h pict ur es) int o individual car ds. He should t hen t r y t o mat ch wor ds t hat r hyme e.g. weep and sheep.
4. Show lear ner how t o wr it e a poem ? encour age him t o wr it e r hyming couplet s (or mor e) wit h r hyming wor ds. E.g. I t would r eally make me weep I f I saw a scar y sheep
5. Help lear ner spell unf amiliar wor ds in t he poem but encour age him t o spell / EE/ wor ds himself .
This resource kindly contributed by Margaret Adams, uckfield@.uk Kenward Trust and Uckfield Community Technology College Rw/E1.2 Decode simple, regular words (inc. final consonants) Rw/E2.3 Use phonic & graphic knowledge to decode words (inc. long vowel phonemes). Ww/E1.3, Ww/E2.2 Use knowledge of sound-symbol relationships (e.g. consonant clusters, vowel phonemes) to help work out correct spellings.
Page 3 of 14
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b_ _
b__t le
b_ _
d_ _
dept h of 1000m
d_ _
No char ge
_ _
Anger Joy
Sadness Depression Happiness
f __
f r__
f __ls
This resource kindly contributed by Margaret Adams, uckfield@.uk Kenward Trust and Uckfield Community Technology College Rw/E1.2 Decode simple, regular words (inc. final consonants) Rw/E2.3 Use phonic & graphic knowledge to decode words (inc. long vowel phonemes). Ww/E1.3, Ww/E2.2 Use knowledge of sound-symbol relationships (e.g. consonant clusters, vowel phonemes) to help work out correct spellings.
Page 4 of 14
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f l_ _ ce
f __
f l__
g r _ _ Mr G r _ _
j _ _
l_ _
L _ _ Unit ed
w_ _
This resource kindly contributed by Margaret Adams, uckfield@.uk Kenward Trust and Uckfield Community Technology College Rw/E1.2 Decode simple, regular words (inc. final consonants) Rw/E2.3 Use phonic & graphic knowledge to decode words (inc. long vowel phonemes). Ww/E1.3, Ww/E2.2 Use knowledge of sound-symbol relationships (e.g. consonant clusters, vowel phonemes) to help work out correct spellings.
Page 5 of 14
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