Creep and Sneak

Objective

Read and write words with long e spellings –ea and –ee.

Recognize that both –ea and –ee spellings have the same pronunciation.

Lesson Plan

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Target Words:

  • creep
  • feel
  • peek
  • eek
  • beep
  • sneak
  • creak
  • squeak
  • speak
  • leap

Materials:

  • Toy or paper mouse and picture of a creepy house (see graphics below)
  • -ee and –ea action cards (see below)
  • Word blending cards (see below)
  • Creep and Sneak in a Creepy House target text (see below)
  • What Squeaks in My Creepy House? target text (see below)

State and model the objective

Tell the children they will pretend to creep and sneak through a creepy house. Tell the children they will read and write words that end in –ee and –ea: feel, creep, eek, peek, creak, squeak, speak, sneak.

 

Practice the skill within an activity

  • Pretend to creep and sneak
    • Read the target text Creep and Sneak in a Creepy House (see below). Have the children act out the story:
      • Tiptoe toward the picture of a creepy house (see below).
      • Cover eyes and mouth to pretend not to peek or speak.
      • Pretend to feel around.
      • Make a creaking noise.
      • Hold finger up to mouth to indicate being quiet and not speaking.
      • Make a squeaking noise.
      • Peek down at a mouse picture (see below) placed on the floor.
      • Shout, “Eek!”
    • Write the words creep and sneak on the board. Point out that even though the words are both pronounced the same, they are spelled with different long e vowel patterns.
  • Act out –ea and –ee actions
    • Have the children chose a word card (see below) and read the word.
    • Let the children act out the word on each card (i.e., sneak, creep, peek, squeak, creak, feel, speak, leap, beep).

 

Apply the skill

  • Identify, blend and manipulate sounds
    • With word blending cards (see below), have the children make new words by changing the vowels or either of the consonants:
      • Change the beginning sound(s): weep --> deep; sneak--> speak; peep--> beep
      • Change the vowel sound: peak --> peek; beat --> beet; weak --> week
      • Change the ending sound: leap --> leak; beat --> bead; creep --> creek
  • Read target words in texts
    • Engage the children in reading the target text Creep and Sneak in a Creepy House (see below).
    • Have the children write a list of the –ee and –ea words from the text. Emphasize that these words are all pronounced with a long e sound, but are spelled with different patterns.
    • Read the text again fading support
    • Repeat with the target text What Squeaks in My Creepy House? (see below).
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and let them write words from dictation: creep, feel, peek, eek, beep, sneak, creak, squeak, speak, leap. Let them write about what they did while sneaking through the creepy house (e.g., I can sneak and creep in the creepy house. I don’t make a peep and I don’t speak. I hear a mouse squeak).

 

SEEL Target Texts

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What Squeaks in My Creepy House?

Close your eyes and do not peek!
Do you hear that squeak, squeak, squeak?
In the room I hear a squeak!
In the room I hear a creak!
I think I need to take a peek.
The squeak is coming from a mouse . . . .
. . . . in my creaky wooden house!
Do you see that squeaky mouse . . . .
. . . . . . making noise inside my house?
Squeak, squeak, squeak!
Take a peek!

Sneak and Creep Through a Creepy House

Come creep along through my creepy house.
Close your eyes and do not peek.
Close your lips and do not speak.
Feel your way and creep along.
Do you hear that creak, creak, creak?
Creep along and do not speak.
Do you hear that squeak, squeak, squeak?
I think we need to take a peek to see what makes those creaks and squeaks!
EEK!
It’s a mouse inside the squeaky, creepy house.
Do you see that squeaky mouse?
He is making noise inside my house.
Squeak, squeak, squeak!
EEK! EEK! EEK!

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.

http://education.byu.edu/seel/library/