ee as in see

ea as in sea

e as in me

ie as in field

e…e as in these

y as in funny

ey as in turkey

i as in taxi

ei as in protein

i…e as in marine

ae as in paediatric

oe as in amoeba

ay as in quay

eo as in people

eigh as in Leigh

agh as in shillelagh

j as in fjord

ille as in ratatouille

ii as in Wii



2 responses to “ee”

  1. Kristie says:

    With so many sound combinations, how do you teach this to students? I follow Dianna Rigg and am dont know which activities I should do each day for spelling. I used to do pyramid words for one task, but found out it was ineffective. We do dictation daily, LSWC, sound sorts and editing of texts with the focus sound. How do you teach so many sounds in a week? Where can I find productive spelling tasks for students?

    Thank you,

    • alison says:

      Hi Kristie, this really depends on which program you’re using and what kind of students you have. We were just discussing this today, actually, because we use the program Sounds Write but find that for many of our students with additional challenges (ADHD, low working memory, slow processing etc) we need to break down the steps and teach fewer spellings at once. The Sounds Write program introduces four ways to write “ay” (as in make, rain, say and break) all at once, and our clients need to just learn split vowel “a…e” as in ‘take’ contrasted with ‘a’ as in ‘cat’, and then learn how to put a vowel suffix on words like take to get ‘taken’ and ‘taking’, and notice that a is often how this sound is spelt in other words like ‘basin’ and ‘apron’, and then learn ‘ai’ as in ‘rain’ and ‘ay’ as in play, and then put them all together, then learn the three funny spelling words ‘break’, ‘great’ and ‘steak’ (contrasted with ‘grate’, ‘brake’ and ‘stake’ which are just extra homophones like sail/sale, mail, mail etc, which are met along the way). We also find that our clients need more explicit help with adding suffixes and understanding when to double the last consonant (hop-hopping), when to drop e (hope-hoping) and when to change y to i (happy-happiness) than Sounds Write covers. I think the trick is to find a program that has the right teaching gradient and the right interest level for your students, PLD might suit them well, but maybe you don’t have all the relevant resources? We like her Phonic Dictation activities:

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