| One-syllable | 2 or more syllables |
|---|---|
| beach bead beak beam bean beast beat bleach bleak bleat breach cheap cheat clean cleave cream deal dean dream each east eat feast feat flea freak gleam glean heal heap heat heath heave Jean jeans leach lead leaf leak lean leap leash least leave mead meal mean meat neat neath pea peach peas plead pleas pleat preach reach read real ream reap sea seal seam seas seat sheaf sheath speak squeak squeal steal steam streak stream tea teach teak teal team teat treat veal weak wean weave yeast zeal | appeal beaches beacon beaded beagle beaker beanie beaten beaver beneath breathing cleaner conceal congeal creaky creamy deacon dealer defeat disease dreamy eager eagle easel Easter eastern easy eaten feature freaky greasy heater ideal leader leafy leaky meaning measles meaty neatly offbeat ordeal overseas peaches peacock peanut pleasing pleated queasy reader really reason repeal repeat reread seafood seagull season seating seaweed sneakers sneaky sunbeam teacher teapot treason treaty unleash upbeat weaker weasel weaver weaving yeasty |
6 responses to “ea as in sea”
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Hi
I love your website and your videos and all your tips.I just need some help. I am finding that when I teach children in year 2 a particular sound they will only use that sound to spell. example
bote-boat-rode-road.
How do they know when to use the correct spelling.
HELP
Hi Donna, that’s why in the Sounds-Write approach each sound is the focus and the main ways to spell it are covered, rather than starting from one of the spellings and working to the sound. If you have a good teaching sequence that makes sure kids understand the relevant concepts, then you don’t run into this type of problem so much, though of course homophones are always a bit tricky. Kids should be given plenty of structure, sorting activities that make the patterns clear, and lots of sound-loaded/decodable text to make sure they are reading correct spellings and spelling words right at first, and not seeing/writing lots of misspelt words, and then once they are familiar with the patterns they should be able to start spelling them correctly. Of course kids with additional challenges need smaller steps than mainstream kids. Hope that all makes sense, all the best, Alison
Thank you so much for these lists, Alison! As an American linguistic phonics tutor living in Australia, your lists have been so incredibly helpful to me. I am wondering where you might place “ocean” and “really” in these “by grapheme” lists, and if there are other words which follow those sound-spelling patterns for ?
Hi Carissa, You’re most welcome, great to hear my lists have been useful as you navigate the Aussie accent(s). In terms of phoneme-grapheme correspondence, I group ‘ocean’ with words like cetacean, liquorice, sebaceous, curvaceous and herbaceous’, see https://www.spelfabet.com.au/spelling-lists/sorted-by-sound/sh/ce-as-in-ocean. If you put ‘ends with ceous’ into a site like Morewords, you’ll find there are heaps more words with this ending: https://www.morewords.com/ends-with-by-length/ceous, but I’ve never heard of most of them, they’re adjectives formed with a less common spelling of the usual -ous/-ious suffix, maybe. Regarding “really” I’d usually teach ‘real’ with the vowel ‘ea as in eat’, and then add suffix -ly because otherwise the doubled ‘l’ makes no sense, doubles are usually reserved for use after ‘short’ vowels. Most words ending in lly are a base ending in ‘l’ and then suffix ‘-ly’. Hope that makes sense, All the best, Alison
That does make sense, thank you!
I love the idea of digging into “really” during morphology time. With so many pronunciations of “ea” in that word family, that seems like a better approach.
I often use WordMom and Freedictionary’s Word Finder, but have never seen MoreWords. Thanks for the tip! Another place to explore!
Oops! I think I shouldn’t have used carets in my comment. The html code has eaten them! That last part was meant to include “ea” grapheme