Lesson video

Hello, and welcome to today's spelling lesson.

I'm Mr. Moss and I'm really looking forward to teaching you.

Let's get right into it.

Today, you're going to need to bring your looking eyes, your listening ears, and your thinking brains.

As well as that, you need something to write with and, ideally, someone or something to talk to.

In today's lesson, we're going to be looking at the "ee" spellings, including "ee" spelled E-E, "ea" spelled E-A, and the "e-e" digraph.

The outcome for today's lesson is "I can read and spell words containing the three most common representations of the 'ee' phoneme: 'ee' spelled E-E, 'ea' spelled E-A, and the 'e-e' digraph." Here are the key words for today's lesson.

My turn, your turn.

Make sure you're saying them back to me.

I need to be able to hear you.

"Rhyming words," brilliant, "common," "digraph," and "split digraph." So let's think about these words for a moment 'cause they're gonna be coming up quite a lot in this lesson and I'd love for you to keep your ear out for them.

Rhyming words are words that have the same or similar sounds at the end of the word.

And rhyming words can be really useful when helping us consider how words are spelt.

'Cause quite often if a word does rhyme, then it might have a similar spelling.

Common, common words are words which appear most often or most frequently in our spoken and written language.

And so we are thinking about the most common spellings of this "ee" sound.

As well as this, we'll be considering where these common sounds most commonly come in words most often appear.

A digraph is two letters that represent one sound.

And a split digraph, very similar to a digraph, but has a letter that comes between the two letters in a digraph.

For instance, in the word "make" spelled M-A-K-E, the K separates the A and the E.

So it's an "a-e" split digraph.

Please keep an ear out for these keywords throughout the course of today's lesson.

So here's the outline for today.

We are looking at the "ee" spellings, including "ee," "ea," and "e-e," our split digraph there.

In the first part of today's lesson, we're spelling common exception words, those harder-to-read or trickier-to-spell words.

Then we'll be looking at the three "ee" spellings.

Let's get looking at some common exception words.

Let's read the following words.

My turn your turn.

"Find," brilliant, "kind," "mind," "behind." Pause the video for a moment.

I want you to think, what did you notice about these spellings? Excellent, I can hear some brilliant conversations there.

Something I've noticed about them is they all have "-ind," but it's not making a sure "e-e" sound, I'm not saying "fend" or "kend" or "mend" or "behend." That I is making a long sound.

Find.

It's making a long I sound.

So this is why these are common exception words, words that do not follow our usual phonics patterns or rules.

These are words then that we need to learn by sight.

And there are a number of ways in which we can do this.

I'm going to share with you a strategy that I really like.

The "look, cover, write, check" strategy.

Very quick, very easy, allows you to be independent and is repetitive, which means that you are seeing the word more and more and it's becoming embedded in your memory.

Also, it's a great opportunity for you to practise your handwriting, which is so important in spelling lessons.

So the way this works is we first look at a word.

So I'm looking at "find." We then cover it up, and then we write it.

We then check back, oh, and I spelled it correctly.

And I can do this a number of times over until I'm really sure on how to spell these common exception words.

I'd like you to stop the video now and to have a go at practising using this strategy and writing out these four common exception words.

Pause the video.

Off you go.

Incredible work.

Everyone saw some brilliant handwriting.

Saw some excellent, excellent use of this "look, cover, write, check" strategy as well.

Did you spell them correctly? If you didn't make some corrections now.

Pause the video.

Onto the next part of our lesson, the three "ee" spellings, spelled E-E, E-A, and our split digraph "e-e." There are other ways of spelling the "ee" sound.

We are looking at these three because they are the most common.

Oh, there's that key word common, which means they appear most regularly or frequently in our written language.

And here they are.

We have our two digraphs, "ee" spelled E-E and "ea" spelled E-A, and then our split digraph "e-e," which means we'll have a letter coming between those two Es.

Keep an out for that.

We're going to read some words and as we read these words, I want you to think, where is the "ee" sound in this word? "See," "tree," "cheek," "keep," "keeping." So you can see I've added a suffix onto the end of the word keep there.

Let's read some more words.

"Steal," be careful with this one.

This is steal as in to take something without it being yours.

"Steam," "cheat," "dream," "dreaming." And again, notice this.

The suffix has been added onto the end of the word dream.

Final set of words for us to read.

"Delete." Oh, I think I might see our split digraph here.

If you delete something, it means to get rid of it.

You might delete an item or a programme on a computer.

"Extreme." This word extreme can mean a couple of things.

Could refer to the extreme or highest degree of something.

So I might say "It was an extreme cold," so it was the most cold it could be.

Or it could be talking about distance, "The extreme north of England." "Complete," "theme." And this word theme can mean a couple of things too.

It can be an idea that recurs throughout something.

So we could talk about the themes of a text.

We might also think about the subject we're studying.

So the theme of today's lesson is the three "ee" spellings.

What we're gonna see now is we're gonna see some sound buttoning.

Sound buttoning is very useful when looking at spellings because it allows us to focus on where that particular spelling is coming in a word, that particular phoneme, the spelling of that phoneme is occurring in a word.

So let's get on with some sound buttoning.

Remember to use your fingers and dashes to help you.

Our dashes are really helpful when we're looking at our digraphs and our split digraphs remember.

I'm going to have a good at doing some sound buttoning now.

Follow me along with your fingers if you like.

Here are the first two words we're gonna sound button, s-ee, see.

T-r-ee, tree.

And I can see there my "ee" sound, which is spelled E-E, that digraph is coming at the end of the word.

I'm going to put up some words now and I'd like you to either use your fingers in the air to sound button them and say them, each phoneme, aloud.

Or I'd like to write them down and have a go at sound buttoning them.

Pause the video.

Have a go now.

Incredible work.

I could see so many people there either writing furiously or using their fingers in the air.

Follow me along and let's go through these Ch-ee-k, cheek.

K-ee-p, keep.

K-ee-p-i-ng, keeping.

Amazing.

So we can say that our "ee" sound, spelled E-E, can be found in the middle or at the end of a word.

Looking at these words here.

So we can see in "see" and "tree," it's at the end.

In "cheek and "keep," it's in the middle.

In "cheek" and "keep," it's in the middle.

If we look here at the word "keeping," it's still in the middle of that root word, which is "keep." We've just added the suffix "-ing" onto the end.

Let's continue with our sound buttoning.

This time we're going to look at the "ee" phoneme, but spelt with the digraph "ea." "Steal" and "cream." S-t-ea-l, steal.

C-r-ea-m, cream.

Homophone alert! This type of steal that we're talking about here, spelled "ea" is as if you were going to take something that didn't belong to you.

Steel spelt with the digraph "ee" would be the metal.

So be careful just to let you know.

So I'm gonna put out some words now that contain this "ea" digraph, and I'd like you to have a go at either pointing at me, okay? Or writing them down and sound buttoning them.

Off you go.

Pause the video now.

<v ->Let's see how you got on.

</v> Ch-ea-t, cheat.

D-r-ea-m, dream D-r-ea-m-i-ng, dreaming.

Incredible.

I wonder if you're noting where this digraph likes to go in a word when making the "ee" sound.

"Ea" is often found anywhere in a word.

And we can see here it's found in the middle in "steal" and "cream." In "eating," it's found at the start.

And then in the word "dreamed," we can see here it's in the middle of the root word, in the middle of the word, and we've added the suffix "-ed" onto the end.

And you can see here in the word "tea," it's actually at the end of the word.

So it can go anywhere.

Final set of words for us to sound button.

This time we're going to be looking at words that have that split digraph.

D-e-l-ete, delete.

And remember when we're sound buttoning a split digraph, we go over the top of the consonant that's coming between our vowel sound.

E-x-t-r-eme, extreme.

Brilliant, I'm going to put some words up now and I'd like you to have a go at sound buttoning them.

Don't forget, watch out for that split digraph.

Off you go.

Amazing job, everyone.

I could see people being very careful there with this split digraph.

Don't forget to also put the sound button for that consonant that comes between that split digraph 'cause it is making a sound.

C-o-m-p-l-ete, complete.

Th-eme, theme.

Th-eme, theme, p-ar-k, themepark.

Amazing, you might notice there that I decided to split themepark, because it's quite a long word, into two parts and it is actually a compound word.

It's a combination of the words "theme" and "park." So our split digraph "e-e" is often found last but one in a word as our split digraphs often are.

You can see here it likes a T and an M coming between it.

And here we have themepark, which is a compound word.

Okay, two words put together.

"Theme" and "park" will both make sense on their own.

What I'd like you to do now is to match the spelling to where they are most commonly found in a word.

So our "e-e," our "ee" digraphs, spelt E-E and our "ea" digraph.

Match them now.

Pause the video.

Incredible work, everyone.

Let's see how you got on.

Our split digraph loves last but one as we know.

Our E-E spelling, it likes the middle or the end.

And our E-A spelling can be found anywhere in a word.

Sometimes at the beginning, sometimes in the middle, and sometimes at the end.

So we've got a practise task to do now.

I'd like you to sound button the letters that make the long "ee" sound.

Write the words in the correct column, and you can see there's three columns here.

Okay, our "ee" spelled E-E, our "ea" spelled E-A, and are "e-e." I would like you only to sound button the letters that make the long "ee" sound.

So be careful and I'll show you how to do this.

You can see here in the bottom left, there is the word "seem," s-ee-m, s-ee-m.

Okay, I can see here that it's my E-E that's making that "ee" sound.

I'm then going to put it into this column here.

Let's do another one.

Let's do a split digraph as well.

I'm gonna do the word "delete." D-e-l-ete, It's not dee-lete, it's delete so I'm not going sound button the E that's in these, I'm just going sand in that "e-e" that's separated by the T.

And it goes into that column there.

I'd like you to pause the video now and have a go at doing this task, sorting all of these words into the correct columns.

Off you go.

Excellent work, everyone.

Check your columns now.

See if you've sorted the words into the correct columns.

Did these spellings follow our rules? I wonder if there's anything else you notice as well.

Let's think about that first question.

Yes, I think that these spellings did follow our rules.

We said that our "ee," spelled E-E, could be found in the middle of a word, and it seems to be here.

We said our "ea," spelled E-A, could be found anywhere in a word.

Although, these examples are in the middle, we know that it could be found anywhere.

And we know our "e-e" likes to be last but one, and we can see that now.

I'm wondering if there's anything else that you noticed about these words.

Pause the video and have a conversation with someone around you now.

Incredible work, everybody.

Excellent.

I heard some brilliant conversations and I hope there's some amazing things that you've noticed there.

Onto our final practise task today, and this is your opportunity to now apply your knowledge of these different "ee" spellings.

I'm going to say some words to you, four words in fact.

And I would like you to write these words down.

Before writing, I'd like you to remember to stretch the words.

Sound it out.

Maybe count the sounds in it too.

Write it and look and check.

Really take your time doing this.

Consider which "ee" spelling you think is going to be in this word.

So first word.

My turn.

Your turn.

"Three." "Three." My little cousin is three years old.

The second word, "athlete." "Athlete." The athlete ran a personal best in the race.

C, "tea." I drank a cup of tea.

And D, "eating." What are you eating? Eating.

So in a moment, you're gonna pause the video and you're gonna have a go at writing these four words.

I'm gonna say them one more time.

"Three," "athlete," "tea," "eating." Do not forget to stretch it, sound it out, count the sounds, write it, look and check.

Three, th-r-ee.

Th-r-ee, three.

Pause the video now.

Have a go at writing these four words.

Off you go.

Incredible work from everybody there.

Amazing.

Saw some excellent handwriting.

Saw some brilliant application and knowledge of where our "ee" spellings like to come in the words.

Let's now unpick and look at each of these words.

I saw "three" written in these three ways.

Three, th-r-ee, could work.

Free, f-r-ee.

Hmm, I don't think that works because I'm looking for a "three," "th-th" sound, okay&lt; with my tongue against my teeth.

Not "free" with an open mouth.

That is a word, but it's not the word I'm looking for.

And the last one, th-r-ea, threa.

Hmm, well it's between the first and the third there I think.

And I know that an "ee" spelled E-E does like to go at the end, but also "ea" spelled E-A can also go at the end.

So it's making a choice between these two.

I just know it's going to be this one.

Well done if you've got that one.

"Athlete" is the next word.

I've seen it written in these ways, afleat, a-th-l-ete, athleet.

Hmm, again, I'm looking for athlete.

That's th instead of a f.

Can't be that one.

Let's look at the last two.

A-th-l-ete, athlete.

Could be.

And the last one, a-th-l-ee-t, athleet.

Hmm, could also be that one too.

Sounds to me like it's a last but one sound that likes a T to go between it.

And we know our last but one is our split digraph.

So the correct spelling of athlete is this one, excellent.

Onto C, tea.

Drinking a cup of tea.

I've seen it spelled in these different ways.

T-ea, could be.

T-ee, could be.

T-e, te.

don't think you can be the last one.

That's not one of the long vowel spellings that we've been looking at.

Tea, the first one.

Could be.

You know, it likes to go the end or anywhere in a word.

And t-ee, tee.

Could also be.

So these are actually homophones.

Remember homophones are words that can sound the same, but are spelled differently and have different meanings.

The spelling we are looking for, as in cup of tea, is spelled like this.

The other form of tee, spelled T-E-E, could be the tee that you might hit a golf ball off or it could be the informal word for a T-shirt.

I'm wearing a tee.

And the final one, D, eating.

Let's have a look.

Ee-t-ing, could be.

The second one, ea-t-ing, eating.

Yep, could be.

Ea-t-i-n, eatin.

Eatin.

I'm looking for an "ng" sound at the end of the word, so I know it can't be the last one.

Let's look at the first two.

Ee-t-i-ng, eeting.

Hmm, I'm not sure if my "ee" spelling really likes to go at the start of words.

I think I've seen it in the middle and at the end.

And we know our "ea" spelling for "ee" can go anywhere in the word.

And the root word here is "eat" and then we've added on the suffix "-ing" so it's this one here.

Incredible work, everybody.

Take the time now to make any corrections if you need to.

Mistakes are golden in spelling.

It's how we learn.

Pause the video.

Make any corrections.

Excellent work today, everybody.

In today's lesson, we've looked at the "ee" phoneme, which can be spelled in these three common ways.

"Ee" spelled E-E, which is often found in the middle or at the end of a word, as in "bee," "teen," "beef," "speech," and cheese.

"Ea" spelled E-A, which can be found anywhere in a word.

"Pea," "team, "leaf," "grease," and "teach" are examples of that.

And our split digraph "e-e," which is often found last but one with a letter coming between it.

"Serene," which means calm and beautiful, "these," "eve," "extreme," "delete." Fantastic work, everybody.

Don't forget to apply these when you're doing your writing.

I'll see you in the next spelling lesson.