Student Objectives

• Student will make the correlation between the visual ie and the auditory sound /ē/

• Student will decode (read) words with ie
• Student will encode (spell) words with ie
• Student will add adjectives to a sentence

Purple 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:

Review Cards

Sound Cards 

Review and Drill – oo, ow, ey, ou, oi, oy, igh

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

“Good job! Today we are going to learn to read and spell words with the vowel team ie.”

Step 1

Picture Page

Student Workbook Page 51 – ie – chief

“We have learned that the /ē/ sound is made from the letters e-e, y, ee, ea, and ey. Today we are going to learn another vowel team that also makes the /ē/ sound.”

“The vowel team ie makes the sound /ē/ like in the word chief. What is the name of this sound? The picture card for ie is chief. Say chief. Good. When I point to the picture word, say the letter’s name, give its sound, and say the picture word. Watch me as I demonstrate.”  

Say ie, /ē/, chief then have student repeat three times.

Step 2

Phonological Awareness

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

Repeat this activity with:

thief, yield, believe, grieve, toys, sight, shield, brief, boil, tune

Step 3

Syllable Review

Say, “We are going to practice breaking up words into syllables.”

Say, “How many syllables do you hear in the word army? Repeat the word and draw a line for each syllable.” Have the student make a line for each syllable on the whiteboard.

( ___  ___ )

Say, “Good. Write each syllable in the word on the lines you drew. Now, touch and say each syllable. Then glide your finger under the lines and say the whole word fast.”

( ar  my)

Repeat this activity with:  

ar-tist, car-pet, gar-lic, par-ty

Step 4

Reading

Student Workbook Page 52 – Word List: ie

“Put your finger under the first word. Underline the vowel team ie. What sound does the vowel team make? Now read the word.”

Repeat with the remaining words, reading left to right.

Step 5

Sound Dictation

Student Workbook Page 55 – Sounds

“Say /ē/. With your finger, write the sound /ē/ on your palm. Now pick up your pen and write the sound /ē/ on your paper. From now on whenever I dictate the sound /ē/ you will write the letters e, y, ee, ea, ey, and ie. You can use the Sound Chart on Page 157 of your workbook to help you remember.”

Repeat with the following sounds:

/ŭ/, /ow/, /oo/, /ī /, /ar/, /t/, /oy/, /f/, /ē/

Step 6

Word Dictation

Student Workbook Page 55 – Words

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

Repeat with the following words:

chief, grief, yield, thief, pier, field, cookie, shield, shriek

Step 7

Sentence Dictation

Student Workbook Page 55 – Sentences

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

He might be a thief.

“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 chief held up the shield.

The car did not yield.

Writing Activity (Optional)

Writing Story

Student Workbook Page 52 – Word List  

On the whiteboard write:

Baking Cookies

“Can you think about a time when you baked cookies? Who did you bake the cookies with? When did you bake the cookies? Where did you bake the cookies? What cookies did you bake? How did you like the cookies? What did you do with the cookies? Why were these cookies so memorable for you?”

Give the student a sheet of paper.

“You are going to write a short story about yourself, titled, “Baking Cookies“. Pick two or three words from the list and use them in your story. Have fun with this story and be creative.”

Wait for student to write the story or assign it as homework. When complete, have the student read the story aloud.

Review Cards

Sound Cards   

Review and Drill – oo, ow, ey, ou, oi, oy, igh, ie

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

“Good job! We are going to continue learning to read and spell words with ie today.”

Step 1

Phonological Awareness

“Say chief. Say chief again but this time, instead of /ch/, say /th/.” (thief)

“Say field. Say field again but this time, add /s/ to the end of the word.” (fields)

“Say outfield. Say outfield again but this time, leave out the /out/.” (field)

“Say yield. Say yield again but this time, instead of /y/, say /f/.” (field)

“Say brief. Say brief again but this time, instead of /b/, say /g/.” (grief)

“Say chiefs. Say chiefs again but this time, leave off the /s/.” (chief)

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

“How many syllables does the word chief have?” (1)

Step 2

Letter Tiles

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

Repeat this activity with:

grief, yield, thief, pier, chief, shield, cookie, brief, shriek

Step 3

Reading

Student Workbook Page 60 – Sentence List: ie

“Look at the first sentence.”

1. Did that thief steal the key to the car?

“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 the thief steal?” (a key)

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

Repeat with:

2. Carlos will bake a batch of cookies for the party.

“What will Carlos bake?” (cookies)

3. The meeting tonight will be brief.

“What does it mean to be brief?” (short)

4. There was a loud shriek from the kitchen.

“Where was the shriek?” (kitchen)

5. Charlie is a field hockey player.

“What sport does Charlie play?” (hockey)

6. The priest gave the child a blessing.

“What did the priest give the child?” (a blessing)

7. Can the goalie score the point to win the game?

“What game do you think they’re playing?” (hockey or soccer)

8. The widow feels deep grief and sadness.

“What does the widow feel?” (grief and sadness)

9. The swim team will jump off the pier at sunset.

“When will the team jump off the pier?” (at sunset)

10. The farmer planted trees to shield the crops.

“What did the farmer shield with the trees?” (crops)

Step 4

Grammar

Student Workbook Page 56 – Adjectives

Say, “What is a noun?” (a person, place, or thing)

Say, “What is an adjective?” (a word that describes a noun)

“You are going to add two adjectives to each of the sentences on the page.”

Spelling Activity (Optional)

Spelling Practice

Student Workbook Page 52 – Word List

Give your student a sheet of paper.

“Draw a picture and “hide” each of these spelling words in the picture.” 

When the student is done, you or someone else can try to find all the words in the student’s picture. 

Review Cards

Sound Cards   

Review and Drill – oo, ow, ey, ou, oi, oy, igh, ie

“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 ie today.”

Step 1

Blending Drill

Place Sound Cards into three stacks: 

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

Second Stack – ( ie )

Third Stack – ( b, d, m, n, p, t, x )

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 field on the board. “What is this word?”

“What letter says /f/?”

“What letters say /ē/?”

“What letter says /l/?”

“What letter says /d/?”

“What does the letter f say?”

“What do the letters ie say?”

“What does the letter l say?”

“What does the letter d say?”

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

“How many syllables does the word outfield have? Can you say each syllable?” (2)

Step 3

Reading

Student Workbook Page 53 – Cookie Thief

“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 “Why is Charlie happy to help Bonnie?” (he likes solving problems)

“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 “How does Bonnie know that the cookie thief is close?” (she smells the cookies)

“Now, read the last paragraphs 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 “Who was the cookie thief? Why did the boy steal the cookies?” (a boy, he never had a cookie before) “What do you think of the punishment that the chief gave the thief?” (answers will vary)

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

Step 4

Retelling the Story

Student Workbook Page 54 – Story Summary

Have the student verbally express what happens at the beginning, middle, and end of the “Cookie Thief” story. Help student summarize the story. Then have the student fill out the graphic organizer with a pen.

It is time for a Progress Check!

Student Workbook Page 149 – Progress Check – ie (chief)

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