EE & EY Center Activities
Hey there, friends!
Happy Freebie Friday. If you have been following along with our blogs and freebies, you’ll know that we LOVE using centers based activities to support our students. These are great for group or classroom settings, where you might need to be working with one group of students, but need to have the rest of your class working on something else at the same time. To read more about using center based learning, check out our blog here.
This week’s freebie is our EE/EY center activities.
Both “ee” and “ey” are vowel teams that we use to make the long E sound. We use “ee” in the middle (usually) of a word or syllable, and “ey” at the end of a word or syllable (think of the words “green” and “key”
What Does the ee & ey Center Based Acitivty Include?
This is a great question! We have everything you need to teach your class the “ai” and “ay” spelling rules.
Sound Drill Cards
At the beginning of the packet you will see four cards. These can be cut out and added to your sound drill deck. There are options that include the key word & image, and ones without. You can choose which to use based on the level of your students.
Discovery Guided Learning
The next page has a list of words that include the target phonogram. Research shows that when students can discover a pattern on their own, it helps with retention. We recommend reading your student/students the list of words, and then ask them which sound was the same in each word. Ideally, they will identify the long E sound. Then, they can highlight the phonogram that is used to spell that sound.
The next page is used to introduce the students to the target phonogram. At the top of the page you will see the phonogram (in this case “ee” or “ey”) as well as the key phrase and image. Have your student write the phonogram on the handwriting lines provided, repeating “ee says E” (or “ey says E”) three times. The mix of visually seeing the letters, hearing the letters and the sound, and writing the letters provides your lesson with a critical multisensory component.
There is also a place to indicate how many sounds the target phonogram has. “ee and ey” only have one sound, however, other vowel teams (like “oo” and “ou” each have multiple sounds).
The third section on this page asks the students what other ways they can use to make the long E sound. This is important as it will allow the students to start making these connections that are imperative for them to learn to read and spell.
There is also a sound drill check in at the bottom of this page.
The following two pages are your Phoneme Manipulation pages. The first (with the boxes) are for your student, and the following page (with the script) is for the instructor. The prompts in the script should be read aloud, and your students can use the boxes (we also recommend a manipulative like blocks or chips) to help them visualize the task.
Word Reading Introduction
Two pages are provided for word reading introduction. The first is the easier of the two lists and the second is more advanced. The words are broken down into phonemes so that your student can practice identifying each sound and then blending them together to make a word. The dot below the target phonogram is highlighted in yellow.
Decoding and Skill Development
The following two pages are used to practice decoding. One page includes single syllable words and the other advances to multisyllable words. You can elect to do one or both with your students depending on their skill level. Each includes a skill development section with tasks pertaining to students’ phonology, orthography and semantics skills.
You can utilize this page in a number of ways. Prior to reading aloud, we typically ask students to identify words with the target phonogram. You can also have students identify words that they are unsure of how to read, as well as words that they are unsure of the meaning. The doodle box is a fun way for students to engage with the sentences. Typically, we have them pick one sentence and draw it in the space provided.
Silly Sentence Creation
This is a great way to work on your students semantics. Students should cut out the cards on the bottom of the page and arrange them to make silly sentences. Each sentence should have a subject (in blue), a predicate (in red), and an adverbial (in green). After choosing their final 3 cards, students can write the sentence on the handwriting lines provided.
You can use this in a number of ways. Students can cut the words out and sort them visually, based on whether the word contains an “ee” or an “ey.” You could also read the words to the student and ask them to identify if the sound was an “ee” or an “ey” based on where in the word they are hearing the long E sound.
These activities will make a great addition to your classroom, and are easy to adapt for centers or whole class instruction.
To see these pages in action - check out our video here.
Oh rats. This freebie sample of this resource expired. But no worries you can still grab the comprehensive resource from either of the places listed below!
If you are looking for additional resources to support the “ee” & “ey” phongorams, you can access the FULL center activity (including our game - Find the Keys on Teachers Pay Teachers or in our Membership Site.
Take a look at how we use the comprehensive resource here!