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Creep and Sneak
Target text


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

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Lesson Plan

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Target Words:

  • eek
  • feel
  • peek
  • beep
  • creak
  • creep
  • sneak


  • Toy mouse or a picture of a mouse* 
  • Picture of a creepy house*
  • Word cards with -ee and -ea*
  • Word-building cards*
  • Creep and Sneak in a Creepy House target text*
  • What Squeaks in My Creepy House? target text*

*Items included below.

State and Model the Objective
The children will pretend to creep and sneak through a creepy house and then read and write words with long e spellings -ee and -ea, such as feel, creep, eek, peek, creak, squeak, speak, and sneak.

Literacy Activities
Pretend to creep and sneak

  • Read the target text Creep and Sneak in a Creepy House (found below). 
  • Have the children imitate the actions in the story:
    • Sneak, creep, and tiptoe toward the picture of a creepy house (found below).
    • Pretend not to peek or speak.
    • Feel around.
    • Make a creaking noise.
    • Hold a finger up to your mouth to indicate “Do not speak.”
    • Make a squeaking noise.
    • Peek down at a squeaky mouse (toy or picture found below).
    • Shout, “Eek!”
  • Write the words creep and sneak on the board and call attention to the same long e sound. 

Act out -ea and -ee actions

  • Have the children choose a word card (found below) and read the word.
  • Let the children act out the word on each card (e.g., sneak, creep, peek, squeak, creak, feel, speak, leap, beep).

More Practice 
Identify, blend, and manipulate sounds

  • With word-building cards (found below), have the children make new words by changing either the vowel or the beginning or ending consonant(s):
    • Change the beginning consonant(s): weepdeep, sneak speak, peep beep
    • Change the ending consonant(s): leapleak, beatbead, creepcreek
    • Change the vowels and the meaning of the word: peakpeek, beatbeet, weakweek 

Read target words in texts

  • Engage the children in reading Creep and Sneak in a Creepy House.
  • Have the children write a list of the -ee and -ea words from dictation. 
  • Read the text again, fading support
  • Repeat with What Squeaks in My Creepy House? (found below).

Write about the activity using target words and patterns

  • Give each child a paper and pencil and let them write words from dictation (e.g., 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!

Creep and Sneak in 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!
It’s a mouse inside the squeaky, creepy house.
Do you see that squeaky mouse?
He is squeaking inside my house.
Squeak, squeak, squeak!



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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.