Manatee in the Sea


Read and write words with two long e spellings: –ee and –ea; recognize both spellings as having the same pronunciation.

Lesson Plan

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Target Words:

  • tree
  • bee
  • see
  • sea
  • leaf
  • seal



  • What do you see in the Sea? graphic and picture cards (see below)
  • What do you see by a tree? graphic and picture cards (see below)
  • Word cards (see below)
  • Manatee in the Sea target text (see below)
  • Peach in a Tree target text (see below)

State and model the objective

Tell the children that they will find things that live in the sea and by a tree and they will read and write words spelled with the long e spelling patterns –ee and –ea: tree, bee, see, sea, leaf, seal.


Practice the skill within an activity

  • Place items in the sea or by a tree
    • Write the words see and sea on the board and explain that both words sound the same but they are spelled differently and have different meanings.
    • Hide the picture cards (see below) around the room.
    • Let the children gather the picture cards and sort them into categories according to where the items on the cards might be found: in the sea or by a tree.
    • Tell the children to place the picture cards on the What do you see in the sea? graphic (see below) or on the What do you see by a tree? graphic (see below).
    • Help the children make a list of the words from the activity spelled with –ee (i.e., see, eel, manatee, seaweed, tree, beetle, seed, weed, bee) and a list of the words spelled with –ea (i.e., seal, seahorse, seashell, seaweed, leaf, peach).
    • Point out that seaweed has both spelling patterns.
  • Sort word cards by spelling pattern
    • Mix up the word cards (see below) then have the children sort the words according to the long e spelling pattern.
    • Have the children put the words spelled with –ee in one column and the words spelled with –ea in another column.


Apply the skill

  • Read target words in a text
    • Read the target text Manatee in the Sea (see below) to the children.
    • Engage the children in reading the text simultaneously with you.
    • Read the Manatee in the Sea text again fading support.
    • Have the children circle the words from the text spelled with –ee using a green crayon or marker and the words spelled with –ea using a blue crayon or marker.
    • Repeat the supported reading process with the target text Peach in a Tree (see below).

Write about the activity using target words/patterns

  • Introduce a word wall displaying target words from the lesson (i.e., see, tree, bee, seed, weed, eel, sea, sea, seal, seashell, peach, leaf) and have the children write a sentence or two expressing ideas from a lesson activity or target text using words from the word wall.

SEEL Target Texts

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Peach in a Tree

I see a peach tree!
I see a beetle crawling on the tree.
I see a bee flying by the tree.
I see a weed sprouting near the tree.
I hear the breeze rustle leaves in the tree.
I hear three sheep bleating by the tree.
I hear a peach drop from the branches of the tree.
I can see and hear many things by a tree!

Manatee in the Sea

I see a manatee swimming in the sea.
I see some seaweed growing in the sea.
I feel a breeze blowing by the sea.
I feel sand between my toes on the beach by the sea.
I hear seagulls screeching by the sea.
I hear waves crashing on the beach by the sea.
I love to be by the sea!



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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.