fbpx

The Long i sound /ī/ like in the word pine is a long vowel sound. Long vowel sounds are vowel sounds pronounced the same as the name of the letter. Each vowel has a long vowel sound. Every word must have at least one vowel.  

The Silent E is a syllable pattern. The Silent E syllable pattern is VCE – Vowel, Consonant, Silent E at the end. The Silent E makes the vowel say its name, giving it a long vowel sound.

Student Objectives

  • Student will make the correlation between the visual i-e and the auditory sound /ī/
  • Student will decode (read) words with the /ī/ sound
  • Student will encode (spell) words with the /ī/ sound

Orange
Practice Games

Here are some optional fun games to help reinforce the concept your student is learning. They are not required as part of the lesson:

PRIDE Orange Practice Games

 i-e

Introduction Lesson

Review Cards

Sound Cards

 Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh  

“When I hold up a letter, say the letter’s name, and give its sound.”

“Good job! We are going learn to read and spell words with long vowel i today.” 

Step 1

Picture Page

Student Workbook Page 10

Hold up the i-e – pine

Say, “We are going to practice a new syllable type today. A Silent E syllable. What kind of syllable?” Silent E

“The Silent E jumps over the consonant and makes the consonant say its name.” With the marker gently bop the i on the head and yell out i!”.

“This word is pine. What is this word? The Silent E makes the i say its name and it stays silent.” Cross out the letter e to show student it is silent.

On the whiteboard write the word:

bike

“With your marker, I want you to cross out the Silent E.  Now jump over the consonant and make the vowel say its name. Now read the word.”

Repeat with:

kite, hike, like, chime

Step 2

Phonological Awareness

“Close your eyes. I will say a word. You will repeat the word and listen for the /ī/ sound. If you hear /ī/, raise your hand. Let’s practice. Say hide. Do you hear the /ī/ sound in hide? Yes, you hear the /ī/ sound in hide so you raise your hand. Good. Let’s practice some more words.”  

Repeat this activity with:

ride, slide, rip, hide, fine, pit, bite, quite, five, late  

Step 3

Syllables

“Say the word umbrella. Now say it again but don’t say um.” (brella)

“Say the word napkin. Now say it again but don’t say nap.” (kin)

“Say the word blister. Now say it again but don’t say blis.” (ter)

“Say the word before. Now say it again but don’t say be.” (fore)

“Say the word teacher. Now say it again but don’t say teach.” (er)  

Step 4

Red Words   

Review and Drill red-checked Red Words on page 177.  

Write the word come on the whiteboard. Say, “This is the word come.

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this three times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read, and underline three times.

“Can you give me the word in a sentence?”

Turn to page 177 and put a red check mark next to the word come

Step 5

Reading

Student Workbook Page 11 – Word List : i-e

“Put your finger under the first word. With your pen, underline the first vowel. Now, cross out the Silent E. Good! Now read the word out loud.”

Repeat with the remaining words, reading left to right.  

Step 6

Sound Dictation

Student Workbook Page 14 – Sounds

“Say /ī/. With your finger, write the sound /ī/ on your palm. Now pick up your pen and write the sound /ī/ on your paper.”

Repeat with the following sounds:

/ă/, /sh/, /ĭ /, /s/, /ĕ/, /ch/, /ā/, /sh/, /ī/

Have the student go back and read each sound that they have written aloud to you.  

Step 7

Word Dictation

Student Workbook Page 14 – Words

“Say kite. Spell the word kite by writing the letters on your palm. Now pick up your pen and write the word kite on your paper.”

Repeat with:

pike, wife, lime, mile, mine, pile, five, vine, shine

Have the student go back and read each sound that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 14 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

A lime is on the vine.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

The white kite can shine.

She had a mile drive.  

Step 9

Fluency Practice

Student Workbook Page 144 – Fluency Practice 2 

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

Step 10

Word Games

Student Workbook Page 158 


Game 2 – 4 in a Row

Take turns reading a word. If you read it correctly, cover it with a counter or color in the box. Make sure each player has their own color. First person to get four in a row is the winner!


i-e

Practice Lesson

Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh

“When I hold up a letter, say the letter’s name, and give its sound. When I hold up Sound Card i, you will say both /ĭ/ and /ī/.

“Great job! We are going to continue reading and spelling words with long vowel i today.”

Step 1

Silent E 

Write the word dim on the whiteboard.

“What is this word? Can you put a Silent E at the end of the word dim? What is this word now?” (dime)

Continue with:

tap, bit, hid, man, shin

Step 2

Phonological Awareness

“Say ride. Say ride again but this time, instead of /r/, say /h/.” (hide)

“Say shine. Say shine again but this time, instead of /sh/, say /f/.” (fine)

“Say fire. Say fire again but this time, instead of /f/, say /h/.” (hire)

“Say gripe. Say gripe again but this time, instead of /gr/, say /p/.” (pipe)

“Say gripe. Say gripe again but this time, don’t say the /g/.” (ripe)

“Say pride. Say pride again but this time, don’t say the /p/.” (ride)

“Can you give me a word that rhymes with pride?”  

Step 3

Letter Tiles

“Say wipe. Bring down the letters for each sound in wipe. Read the word again. Now put all the letters back where they belong.”  

Repeat with:

bike, bite, dive, slime, mine, vine, kite, like, chive

Step 4

Red Words   

Review and Drill red-checked Red Words on page 177.  

Write the word very on the whiteboard. Say, “This is the word very.

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this three times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read, and underline three times.

“Can you give me the word in a sentence?”

Turn to page 177 and put a red check mark next to the word very.  

Step 5

Reading

Student Workbook Page 11 – Sentences: i-e

Look at the first sentence.

1.  She gave us a prize.

“Put your finger under the first word in the sentence.  Now read the sentence quietly in your head and look at me when you are finished and I will ask you a question.”

When the student looks up at you, ask:

“What did she give us?” (a prize)

“Good. Now go back and read the sentence out loud.”

Repeat with:

2.  That is a five mile hike.

“How long is the hike?” (five miles)

3.  He likes to bite a lime.

“What do you think a lime tastes like?” (maybe sour)

4.  The snake can glide in the slime.

“What glides in the slime?” (the snake)

5.  The tire on the van is flat.

“What happened to the tire? Why do you think the tire is flat?” (it is flat, answers will vary)

6.  Mike will ride his red bike.

“What color is Mike’s bike?” (red)

7.  We had a fine time.

“When have you had a fine time?” (answers will vary)

8.  The bat will hide in the cave.

“Where will the bat hide?” (cave)

9.  Do not drive in the lane.

“What lane don’t you drive in?” (answers will vary)

10.  The sun will shine at nine.

“When will the sun shine?” (at nine)

Step 6

Sound Dictation

Student Workbook Page 15 – Sounds

“Say /ī/. With your finger, write the sound /ī/ on your palm. Now pick up your pen and write the sound /ī/ on your paper.”

Repeat with:

/w/, //, /sh/, /th/, /ă/, //, //, /ī/, //

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 15 – Words

“Say dive. Spell the word dive by writing the letters on your palm. Now pick up your pen and write the word dive on your paper.”

Repeat with:

hike, like, mite, mile, hive, drive, slime, time, mine

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 15 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

Jan can ride the bike.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

Sam can hike a mile.

The mime has time.  

Step 9

Fluency Practice

Student Workbook Page 145 – Fluency Practice 3  

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows. 

Grammar Lesson

Capitalization 

To help your student recognize that the first letter of every sentence is capitalized, try this activity. Using one of the stories in the workbook, have your student circle the first letter of each sentence with a highlighter. This activity will draw your student’s attention to this detail in a sentence. Repeat this activity often and in time, you can repeat this process to illustrate the capitalization of proper nouns as well. 


i-e

Reinforcement Lesson

Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh

“When I hold up a letter, say the letter’s name, and give its sound.”

“Great job! We are going to continue reading and spelling words with long vowel i today.”

Step 1

Blending Drill

Place Sound Cards into four stacks: 

First Stack – ( c, f, g, h, j, k, l, r, s, v, w, y, z )

Second Stack – ( )

Third Stack – ( b, d, m, n, p, t )

Fourth Stack – ( e )

Have student place their finger under each stack and say the sound out loud from left to right. Then have them read the nonsense word. 

Turn the cards from the First Stack and the Third Stack to create new nonsense words.

Step 2

Phonological Awareness

Write the word while on the whiteboard. “What is this word?”

“What two letters says /w/?”

“What letter says /ī/?”

“What letter says /l/?”

“What letter makes the i say /ī/?”

“What do the letters wh say?”

“What does the letter i say?”

‘What does the letter l say?”

“Say while. Say while again, but change the /w/ to /t/.” (tile)  

Step 3

Letter Tiles

“Say biteBring down the letters for each sound in bite. Read the word again. Now put all the letters back where they belong.”  

Repeat with:

lime, slide, nine, wipe, kite, wide, line, tide, file 

Step 4

Red Words   

Review and Drill red-checked Red Words on page 177.  

Write the word many on the whiteboard. Say, “This is the word many.

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this three times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read, and underline three times.

“Can you give me the word in a sentence?”

Turn to page 177 and put a red check mark next to the word many.  

Step 5

Reading

Student Workbook Page 12 – Reading Passage: Mike’s Bike Ride

Look at the title of this story. Can you read it out loud? What do you know about the topic of this story?” Have you ever seen, known, or been…Help student connect to the text.

“Now, read the first paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “How far is the lake from Mike’s house?” (5 miles)

“Now, read the next paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What do the pals do at the lake?” (swim, rest, have lunch)

“Now, read the last paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What do the pals see on their hike?” (a hive)

Go back to the beginning of the story and have the student read the entire story from the beginning to the end out loud.  

 

Student Workbook Page 13 – Graphic Organizer

Have the student verbally express what happens at the beginning, middle and the end of the story. Help student summarize the story. Then have the student fill out the graphic organizer with a pen. Depending on the student, either have him draw pictures, write words, write sentences, or write an entire paragraph.

Step 6

Sound Dictation

Student Workbook Page 16 – Sounds

“Say /ī/. With your finger, write the sound /ī/ on your palm. Now pick up your pen and write the sound /ī/ on your paper.”

Repeat with:

/ch/, /ā/, /th/, /d/, /ă/, /ĭ/, /sh/, //, /ī/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 16 – Words

“Say bike. Spell the word bike by writing the letters on your palm. Now pick up your pen and write the word bike on your paper.”

Repeat with:

hike, vine, tile, wipe, drive, pike, slide, ride, five

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 16 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

Tim can ride the bike.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

Mike likes the kite.

The dog can bite.  

Step 9

Fluency Practice

Student Workbook Page 145 – Fluency Practice 3  

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows. 

It is time for a Progress Check!

Student Workbook Page 136 – Progress Check: i-e

Have your student read the words and sentences out loud. If they get approximately 80% or more correct, then they are ready to move onto the next unit.