Lesson video

Hello, and welcome to today's spelling lesson.

I'm Mr. Moss.

I'm really looking forward to teaching you.

Today, you're going to need to bring with you your looking eyes, your listening ears, and your thinking brains, as well as that something to write with and someone to talk to you will be excellent.

Let's get into today's lesson then.

Today we're going to be applying the spellings 'ee,' spelled E-E; 'ea,' spelled E-A; and 'e-e,' E split E, that split digraph, in some familiar words.

So, it's a chance for us to practise using our spellings.

Here's the outcome for today's lesson.

"I can spell words containing the three most common representations of the 'ee' phoneme: 'ee,' spelled E-E; 'ea,' spelled E-A; 'e-e,' E split E, our split digraph.

Here are our keywords for today's lesson.

My turn, your turn.

Phoneme.

I really need to hear you saying these.

Grapheme, common, homophone, exception.

So, a "phoneme" is the smallest unit of sounds that we break words up into.

A "grapheme" is the written representation of that sound.

"Common" is something that appears with great regularity and most often.

"Homophones" are words which sound the same, but have different spellings and different meanings.

And so, very important we keep an eye for those in our spelling lessons.

And "exception." "Exceptions" are words or spellings that do not follow our usual spelling patterns.

Here is our lesson outline.

We're applying the spellings E-E, E-A, and E split E in familiar words.

In the first part of the lesson, we'll be spelling common exception words, those words that don't follow our regular spelling patterns and that we have to learn; the three 'ee' spellings, and then finally, we'll be applying spellings within a sentence.

So, let's get on with looking at spellings some common exception words.

Let's read the following words.

Door, floor, poor.

Take a moment.

What do you notice about each of these spellings? Have a go reading them again.

That's it.

You may well have noticed that they all contain a similar sound, this "oor" sound, but with an O-O-R spelling in each of them, which is not how we would often expect that "oor" spelling to be spelled.

you might expect it to be just an O-R.

So, these are words that we just have to keep an eye out for, makes them trickier to read.

So, can you find the correct spelling of the common exception words that we have just read? Point to the correct one now.

Incredible if you pointed at this one.

Yeah, it's that irregular or common exception spelling of the double O-R.

Have a look at the next group of words for me.

Can you give me the correct spelling please of the word "floor"? Point to it now.

Exceptional.

Absolutely, it is this one here.

It's following that pattern.

That "oor" sound with an O-O-R spelling.

And the final one.

Sure you can guess which one it is.

It's "poor." I'm looking for that common exception spelling.

This was the one I was looking for.

Now the other two "pours/pores" that you can see down here, disregard the one at the end, P-OOR, not a word.

But if you look here at P-O-U-R and P-O-R-E, they are actually in fact words as well.

And we can see here we have three homophones.

My turn, your turn, homophones.

Remind me again, what are homophones? Homophones are words that sound the same but are spelled differently and have different meanings.

So, all three of these first three spellings of poor are spellings, they are words, but they have different meanings.

The first one, P-O-U-R, is to pour something out.

The next one, P-O-R-E, it's like a pore in your skin.

And P-O-O-R can mean a couple of things.

I could use it to describe someone, I could say, "Poor you.

It's so sad that that happened to you." Or I could be talking about someone who doesn't have a lot of money.

So, really good strategy to use when learning any spelling, but especially when we're learning these common exception words or these high-frequency words that don't follow our spelling of phonics patterns is the "look cover, write, check" strategy.

So, I'm gonna look at the word door and then cover it up and then have a go at writing it and then I check back to see how it did.

Oh, I managed to get it correct.

What I'd like you to do for me now is I'd like you to stop the video.

I'd like you to have a go at practising writing out the words door, floor, and poor a number of times using this strategy.

Pause the video.

Off you go.

Excellent work, everybody.

Have a look here.

Did you spell those words correctly? Double check, make any corrections.

Brilliant.

Let's move on with our learning.

Onto the next part of our lesson.

We are going to be looking at the three 'ee' spellings, spelled E-E, E-A, and E split E.

The spellings 'ee,' 'ea,' and 'e-e' are common representations of that long vowel 'ee' sound.

So, it's making that long 'ee' stretch, not a short eh-eh, but a long 'ee.

' What can you remember about where the spellings can be found? Pause the video now.

Think, "Where does my E-E spelling like to come in the word?" "Where does my E-A spelling like to come in the word?" "And where does my E split E, split diagraph, like to come in the word?" stop the video, have a think.

Amazing.

I can see some wonderful thinking going on there.

Some brilliant conversations as well.

Let's remind ourselves where these common representations do like to come in a word.

The 'ee' spelled E-E is often found in the middle or at the end of a word.

For instance, the words "see" or "meet." Pleased to meet you.

The E-A spelling can be found anywhere in the word.

It can be found in the beginning, in the middle, or at the end.

And here's an example of a word, the word "please." And our E split E, as with most split digraphs, it is often found last but one, which means that it will have a consonant coming between that split diagraph.

And in this case, we have the letter S in the word "these." I'm wondering if we can find any exceptions to the rules though.

Let's first look at some words that have our E-E spelling for that long 'ee' sound.

Remember, 'ee' is often found in the middle or at the end of a word.

My turn, your turn.

Bee, sweet, fleece, meet, meeting.

Yeah, I'd say it does tend to follow our patterns there.

Here we can see it's at the end of the word "bee." We can then see it in the middle of a variety of words.

And we can still see here on the bottom comes in the middle and it's in the middle of our root word.

Okay, the word "meet," we've added the suffix I-N-G onto the end.

It's still in the middle of that root word.

Let's look at our E-A spelling for that long 'ee' sound.

Can be found anywhere in the words.

One we really have to look at, keep an eye out for.

Have the word "pea." Make sure I'm hearing you saying these back to me.

Beach, eat, least, reaching.

And again, we could see it here anywhere in any of these words, coming at the end of the word "pea," in the middle of the words "beach" and "least," at the beginning of the word "eat," and again, in the middle of the word "reaching." And we still have our root word "reach" there.

It's in the middle of that word.

And we've added our suffix I-N-G onto the end.

And finally our E split E, remembering that this likes to come last but one.

My turn, your turn.

Serene.

Something that is "serene" is very calm, peaceful, and beautiful.

These, complete, concede.

You might concede a goal in football, means someone's scored against you.

And even.

We have one exception here.

Remember, an exception is something that does not follow our general patterns or rules.

Our general pattern and rule is here that the E split E, split diagraph, likes to be found last but one.

But here we can see in the word "even" that it's coming at the beginning of the word.

So, that's an exception.

It's one we just have to learn by site and sort of remember.

So, I'd like you to have a look at the words below, and we're gonna have a get reading them, and then we are going to match the spellings to the patterns that it uses, whether it's 'ee,' spelled E-E, 'ea,' spelled E-A, or 'e-e,' E split E.

So my turn, your turn.

Let's say the words below.

Extreme, speech, peace.

And this is peace as in peaceful.

Okay? No fighting, no arguing, peace.

Peace and quiet.

Eating, see.

And this is see as in to see with your eyes, not the sea like you might sail a boat on.

So, I want you to pause the video now.

I want you to match each word to the spelling pattern it uses.

Stop the video.

Off you go.

An incredible job.

I can see lots of children pointing with their fingers.

"Oh, I can see that spelling in there.

I can see that spelling in there.

Oh, that matches our rule here." So, let's sort these words then.

Our first word, "extreme." Yes, it's that E split E, and I can see the consonant M coming between my split diagraph.

The next word is "speech." Ah, yes.

Found in the middle this time.

Our E-E found in the middle, followed by our C-H, "speech." "Peace," can be found anywhere, and in this instance, it's coming in the middle of the word.

"Eating," remember that E-A can be found anywhere.

It's at the beginning of the word here.

And then "see," spelled S-E-E as in looking, what can I see? Is our E-E.

And remember, that can be found in the middle or at the end of a word.

Excellent job for matching those.

So, we are now going to do some spelling practise, which I'm really looking forward to.

This is your opportunity to have a go at listening to me say some words and then to have a go at testing yourself by spelling these words.

Consider where that 'ee' sound is coming in the word.

Maybe you know, therefore, which E spelling it's going to be.

Make sure when I said these words that you also have a go at saying them as well.

Make sure you stretch the words, make sure you sound them out.

Make sure you count the sounds, write it, and then look and check and read it back to see if you've made any errors or mistakes or to see if you think you are correct.

Seeing the written words on paper, written down, can really help you actually 'cause sometimes words just don't look right once you've written them and then you can make some changes.

So, let's read through these words.

My turn, your turn.

Freeze.

I'll say that one more time.

A is "freeze." The temperatures became so low that we began to freeze.

B is "complete." Complete.

I put a tick next to the pieces of work that were complete.

Complete.

Number C, "feast." My family and I gathered together to have a huge feast of food.

Feast.

And finally, "green," the colour green.

I'll say these four words one more time and then I want you to pause, take your time, and have a go at writing them.

Freeze, complete, feast, green.

Please remember to stretch, sound out, write, look and check.

Pause the video.

Off you go.

(no audio) Incredible work, everybody.

I can see some children really taking their time there to stretch each of the words and to write 'em carefully and then to check back through.

I can see some absolutely wonderful spelling.

I can see some magical mistakes as well, which is gonna be great.

So, we're gonna go through the spellings now.

And I've seen each of these words written down in a number of ways.

So, keep an eye out, make some corrections as you go along, and think about what you can do differently next time, and yeah, make those changes as we go along now.

Remember, within spelling, within learning, making mistakes is really, really golden.

Super important.

It's all part of our learning journey.

So yeah, great job everybody.

I'm very, very impressed.

So, let's have a look at our first word, which was "freeze." So, let's think about that.

Freeze.

F-er-eeze.

Freeze.

Okay, so let's have a look.

F-er-eeze.

The first one sort of does make phonetic sense.

However, have we today looked at that just single E on its own in the middle of the word, making that long vowel sound? Well, we've looked at the E split E, so I suppose it could be that one.

Let's have a look at the next one, "Freaz." Hmm.

E-A.

Now E-A can go anywhere in a word and make that sound, but I feel like something doesn't look quite right.

And that's a really important thing when we're thinking about spellings, is quite often writing the spellings out in a number of different ways, trying the different spellings for that particular sound that we know can kind of then inform us as to which one is the correct one 'cause we might have seen that word in our reading before.

So, the one that it is, is this last one here.

So, it's that double E, and then we have an E on the end as well of that word.

So yeah, it's that one there.

So, well done if you got that one.

And if you haven't got that one correct, don't worry, okay? Just make a correction now and think about where you went wrong, okay? Love magical mistakes.

B, which was "complete." So, let's think about the word "complete." Cuh-oh-mm-peh, comp.

Yeah.

So, I'm gonna break that down.

Cuh-oh-mm-peh.

So, that bit's really easy, isn't it? And it's the uh-ete.

Uh-eat.

Complete.

Complete.

Yeah.

So, let's have a look at some ways I've seen it written down.

I've seen it written down this: cuh-oh-mm-peh-l-ete.

Yeah, E split E there.

And I think we know quite often, and a common consonant to come between our split digraph, is a T.

"Compleat" like that.

We know E-A can come, again, anywhere in a word, so potentially.

And the last one "complet." That's not a long vowel sound is it? We're looking for that long 'ee' sound.

So, I don't think that would work in that instance.

So, it's between the first two, and it's gonna be this one here.

It's that E split E with our consonant T coming between our split diagraph there.

Excellent.

Our next word, C, was "feast." Feast, fuh-ea-s-tuh.

Feast.

Okay, let's have a look.

Sounds quite similar to a word that I know "beast." And I know beast is spelled of an E-A, so maybe that will help us.

Let's have a look.

I've got "feast," "feest," and "feste." Hmm.

Not so sure about the last one.

That just doesn't look right to me, okay.

We haven't got like a full sort of E split E there.

We've got the S-T instead of just one consonant coming between our Es there.

So, I don't think it's that one.

And we know that our E-E does like to go in the middle or at the end, but I think the one that looks correct is this one here.

It's "feast." So, it's one we just have to learn there.

Excellent.

And the final word, "green." I'm hoping we can all spell this.

I'm gonna put them up.

Point to the one that you think it is right now.

Have a look at those three.

Yeah, absolutely.

It is this one here, "green." It's that E-E spelling there.

Green, guh-er-een.

Green.

The others did make phonetic sense, but it is just our E-E spelling.

Excellent.

Take the time now to just have a look back at these correct spellings.

Make any corrections, think about what you might need to do differently next time.

Which words maybe you need to work on practising memorising.

Excellent work, everybody.

I'm so, so impressed.

We also said that today we're going to be having a look at some homophones.

And just a reminder, my turn, your turn, homophones, homophones are words which sound the same but are spelled differently and can then have different meanings.

So, let's have a look.

Our homophone alert here is for the word see.

"I want to see the movie again." So, going to see something with your eyes.

"I went swimming in the sea." Okay, so that large body of water, the sea.

Our see, looking with our eyes, is E-E.

And our sea, as in the salty sea, is S-E-A.

Homophone alert.

The word here is "weak." Again, making that 'ee' sound.

"His legs felt weak after the run" with our ea, meaning not feeling very strong, he's tired himself out.

"We have a busy timetable this week." Our week that's seven days long is our E-E spelling.

So again, we just have to memorise the difference between these spellings.

Next, homophone: "meat." "I had a delicious chicken meat dinner," so the kind of meat that a carnival might eat.

And then, "I'm excited to meet my friend at the park today." So, going to see someone, meeting them in person.

Which spelling should we use? "The sea crashed against the rocks." Stop the video, point to the correct spelling now.

Absolutely.

It's S-E-A.

It's our salty sea, okay? Our huge body of water, not see looking 'cause that wouldn't make sense in this context.

So, what I'd like you to do for me now is I'd like you to stop the video and read these sentences and tick the correct spelling for each one.

Watch out for the homophones.

I'll read the sentences to you first.

In a we have: "There are seven days in a weak/week." "Let's meat/meet in the playground after school." Pause the video now point to or tick the correct spellings.

Incredible work, everybody.

"There are seven days in a week." It's our E-E spelling.

The other type of weak would mean to be feeling tired or not very strong, which wouldn't make sense in that context.

"Let's meet in the playground after school." The other type of meat, M-E-A-T, is a type that you might eat.

That wouldn't make sense if we are meeting someone in the playground.

It's our E-E spelling.

Brilliant work, everybody.

Make sure you keep an ear out and an eye out for homophones in your reading and also when you're doing your writing.

Onto the final parts of today's lesson, which is going to be applying spellings within a sentence.

It's our chance now to apply, to use the spellings that we have looked at so far this lesson and apply the rules that we've also generated.

We're going to write a sentence containing some of our focus spellings and also some common exception words, some words that don't follow our phonics patterns.

So, keep an eye and an ear out for them.

When we write the whole sentence, we need to do several things at once: We need to remember the whole sentence.

So, really gonna take our time here.

We need to form letters correctly, capital letters, full stops, remember that punctuation as well.

Sound out each word.

Look for common exception words.

And then also, as I've just said, Remember that sentence punctuation, capital letters, full stops.

So, I'd like you to listen to the sentence that I'm going to read to you now.

Just listen at first.

"The mean teacher spotted a bee in the serene garden." And I've got a picture there that's gonna help you remember that.

"The mean teacher spotted a bee in the serene garden." So, the teacher's mean, not very nice.

They spotted a bee, and they're in a serene garden.

A really lovely, calm, peaceful place.

I'm gonna say it to you one more time.

"The mean teacher spotted a bee in the serene garden." When you are saying a sentence back or when you are writing it, you need to make sure you sound out each word.

You keep an ear out for any common exception words.

And then you check your punctuation.

We are going to use these strategies to help us remember the sentence.

I'm gonna read the sentence to you one more time, and then we're gonna use three different strategies, and you're gonna follow what I do.

Just listen first.

"The mean teacher spotted a bee in the serene garden." We'll clap it out.

Clap each word.

(clapping) "The mean teacher spotted a bee in the serene garden." Next strategy, shout it out.

So, you're gonna shout it with me now, okay? It can be a quiet shout or it can be a loud shout.

"The mean teacher spotted a bee in the serene garden." I couldn't hear you.

One more time.

"The mean teacher spotted a bee in the serene garden." And then finally, let's count the words on our fingers.

"The mean teacher spotted a bee in the serene garden." One more time.

See how many words you get.

"The mean teacher spotted a bee in the serene garden." I got 10 there.

So, make sure you have 10 words.

Don't forget your capital letter and your full stop.

I'm gonna read the sentence to you one more time, then you are gonna pause the video, take your time, have a go at writing this.

You're gonna stand out each word.

Look out for those common exception words or high frequency words and then check your sentence punctuation.

"The mean teacher spotted a bee in the serene garden." Stop the video.

Off you go.

(no audio) Incredible work, everybody.

I could see children working so hard there to really, really apply the spellings that we've looked at so far in this lesson.

I'd like you now, as I go through the answers to this sentence, to check your work and make any corrections.

And remember, mistakes are golden.

First word, "The-" Make sure you've got a capital letter there as well.

So, full sentence, we're gonna need a capital letter and a full stop.

"Mean-" 'ea,' 'ea.

' It's our E-A spelling which can go anywhere in the word.

"The mean teacher-" Again, our E-A, our root word there, "teach," and we've added "-er" onto the end of it.

Teacher, E-A spelling.

Double check that.

"The mean teacher spotted a bee-" That's our E-E.

Remember, that can go in the middle or at the end of a word.

"In the-" now listen to this word, "serene-" Let's think about which 'ee' spelling that's going to use.

It's our E split E, our split diagraph with the consonant N separating them.

"The serene-" and remember, serene means calm and peaceful, "garden." G-A-R-D-E-N.

And don't forget that full stop at the end of your sentence.

There you go.

What did you learn? Have a think now.

Have a stop, make any corrections, talk to the people around you.

What magical mistakes did you make if you made any at all? Excellent work, everybody.

That's such a tricky skill, listening to me say a sentence, memorising it, practising saying it, and then writing it down and applying the spellings you've been looking at.

Amazing work.

You all deserve a huge pat on the back.

Give yourselves one now.

So, today we've looked at the long 'ee' phoneme and we said it can be spelt in these three ways: E-E, E-A, and E split E, our split diagraph.

We've said that 'ee,' spelled E-E, is often found in the middle or the end of a word.

And here are some examples of words.

Bee, teen, beef, speech, cheese.

Our E-A spelling can be found anywhere in the word, at the beginning, in the middle, and at the end.

So, we have to watch out for that one.

The words pea, team, leaf, grease, and teach all have the E-A spelling in.

And finally our split diagraph, E split E, is often found last but one as most split digraphs are.

The words serene, which means calm and peaceful; these, eve, okay, like Christmas Eve or New Year's Eve; extreme, and delete will contain that E split E with that 'ee' sound.

Amazing work today, everybody.

Keep up your hard spelling work.

I look forward to seeing you next time.

Bye.

(no audio).