SubjectNest resource library

Development draft · local review needed

Day 7 — `ee` and `ea` in some /iː/ wordsYear 2 English · T1 W1–2 · Day 7 lesson

Prepare this lesson

Year 2 / Term 1 / Weeks 01 02 / English

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Sources and materials · Check guide.

Download full sequence

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Codes: AC9E2LY10, AC9E2LY04. Goal: identify, blend and sort taught examples of ee/ea for /iː/. Prepare: word cards from materials; check other letter links first.

  1. Invite · 2 min. Say see and team. Ask learners to listen for the shared long /iː/ sound.
  2. Model · 5 min. Show see and point to ee; blend /s/ /iː/. Show team and point to ea; blend /t/ /iː/ /m/. Say: “In these words two letter teams show one vowel sound.”
  3. Guided read · 6 min. Read feet, sheet, clean, leaf with sound-by-sound tracing. Learners place each beneath its spelling label. Then read the whole word for meaning. Show head only to the teacher/class as a counterexample; say ea can sound different, so we check words and meaning.
  4. Partner practise · 7 min. Partners select see, green, team, beach in random order. One blends, the other points to grapheme and checks. Swap. Give a sentence context only after an attempted blend: “We can see the sheet.”
  5. Spell · 3 min. Dictate see and team with movable letters or writing. Have learners read their result and compare the vowel spelling; explain spelling choice is learned word by word.
  6. Check · 2 min. Everyone blends green and clean and underlines the vowel team. Sample focus learners. If consonant blending is the obstacle, practise that prerequisite separately.

Access: quiet voice replay, mouth visibility, enlarged/tactile graphemes, typing, AAC sound selection. Do not reduce a child's language knowledge to pronunciation of one accent-specific example.

Source: https://neuroforge.io/subjectnest/library/resources/year-2/term-1/weeks-01-02/english/day-07 · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.