Student Objectives

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

• Student will decode (read) words with ie
• Student will encode (spell) words with ie
• Student will identify nouns and adjectives in sentences

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, ie

“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 57 – ie – pie

“We learned that the i-e, y, and igh all make the /ī/ sound. Today we are going to learn another vowel team that makes the /ī/ sound.”

“The vowel team ie makes the sound /ī/ like in the word pie. What is the name of this sound? The picture word for ie is pie. Say pie. 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, /ī/, pie then have student repeat three times.

“There are only a few words using the ie for the /ī/ sound at the end of a word. Most words ending in the /ī / sound are spelled with a y. We are going to learn these few ie words today.”  

Step 2

Phonological Awareness

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

Repeat this activity with:

tie, thief, yield, lie, plow, food, die, fie, hook, sang

Step 3

Syllable Review

On the whiteboard write the syllables:

tin
hope
boat
fork

Say, “We are going to review all of the syllable types that we have learned so far.”

Say, “What is a Closed syllable?” (ends in a consonant, has a short vowel sound) “Circle the Closed syllable?” (tin)

Say, “What is a Silent E syllable?” (one vowel, one consonant, and final e) “Circle the Silent E syllable?” (hope)

Say, “What is a Vowel Team syllable?” (two vowels next to each other that say one sound) “Circle the Vowel Team syllable?” (boat)

Say, “What is an R-Controlled syllable?” (the r controls the vowel sound) “Circle the R-Controlled syllable?” (fork)

Game: Syllable Types Word Sort

First, write the following words on index cards or slips of paper:

horn, got, am, path, fin, card, each, oat, seat, hive, sort, tame, peel, cake, eve, far, late, hay, home, luck, hurt, bird, grab, cute

Next, write the syllable types in columns or boxes on the whiteboard:

Closed, Silent E, Vowel Team, R-Controlled

Finally, student should select a word card, identify the syllable type, read the word, and then sort it into the correct syllable column or box.

Step 4

Reading

Student Workbook Page 58 – 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 61 – 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. From now on whenever I dictate the sound /ī/, you will write the letters i, y, igh, and ie. You can use the Sound Chart on Page 157 of your workbook to help you remember.”  

Repeat with the following sounds:

/oy/, /ō/, /t /, /ē/, /ā/, /ŭ/, /ow/, /oo/, /ī/

Step 6

Word Dictation

Student Workbook Page 61 – Words

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

Repeat with the following words:

die, lie, pie, tie, died, tied, lied, pies

Step 7

Sentence Dictation

Student Workbook Page 70 – 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 will try a pie.

“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:

Can you tie a bow?

The thief had to lie.

Writing Activity (Optional)

Writing Story

Student Workbook Page 58 

On the whiteboard write:

Eating a Pie

“Can you think about a time when you ate a pie? Where did you eat the pie? What kind of pie was it? Who was with you? When did you eat this pie? Why was this pie so memorable?”

Give the student a sheet of paper.

“You are going to write a short story about yourself, titled, “Eating a Pie“. 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 pie. Say pie again but this time, instead of /p/, say /t/.” (tie)

“Say tie. Say tie again but this time, instead of /t/, say /l/.” (lie)

“Say die. Say die again but this time, add /d/ to the end of the word.” (died)

“Say die. Say die again but this time, instead of /d/, say /p/.” (pie)

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

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

Step 2

Letter Tiles

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

Repeat this activity with:

die, lie, pie, tie 

Step 3

Reading

Student Workbook Page 58 – Sentence List: ie

“Look at the first sentence.”

1. The famed artist died in 1519 from a stroke.

“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 famous artist do you know of?” (answers will vary)

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

Repeat with:

2. Mrs. Korbin baked three peach pies.

“What kind of pies did Mrs. Korbin bake?” (peach)

3. The score was tied at the end of the game.

“Who won the game?” (no one, it was a tie)

4. I was told by my parents to never tell a lie.

“What did my parents tell me?” (never tell a lie)

5. We will die of thirst if we don’t get something soon.

“What do we need soon?” (drink)

6. The baker baked a cherry pie for the crowd.

“What kind of pie did the crowd want?” (cherry)

7. The dog likes to lie on his back.

“What does the dog like to do?” (lie on his back)

8. England is famous for its meat pies.

“What is England famous for?” (meat pies)

9. Josh will need to wear a tie to the party.

“How will Josh dress for the party?” (dressy, nice)

10. The vote ended in a tie.

“What does tie mean in this sentence?” (the results are the same)

Step 4

Grammar

Student Workbook Page 62 – Nouns and Adjectives

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

Say, “What is a verb?” (a verb is a word that does an action)

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

“I will say a noun and I want you to think of some adjectives that describe it. Bear.” (tall, brown, fuzzy, etc.) Encourage student to give three or four examples. 

Continue with:

apple, bird, sun, school, park, candy, butterfly, cake, pumpkin, balloon, etc.

“Now, on this worksheet page, I want you to underline the nouns and circle the adjectives in each sentence.”

Spelling Activity (Optional)

Spelling Practice

Student Workbook Page 58 – Word List

Give your student a sheet of paper.

“Write and list all of the words in ABC order.”

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 two stacks: 

First Stack – ( beginning consonants )

Second Stack – ( ie )

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 to create new nonsense words.

Step 2

Phonological Awareness

Write the word pies on the board. “What is this word?”

“What letter says /p/?”

“What letters say /ī/?”

“What letter says /s/?”

“What does the letter p say?”

“What do the letters ie say?”

“What does the letter s say?”

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

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

Step 3

Reading

Student Workbook Page 59 – The Pie That Fell From the Sky

“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 “What do you think will happen next? Why?” Help student predict.

“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 “Tell me what you were imagining in your mind as you read those sentences.” Help student visualize the story by making pictures or movies in their mind.

“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 does it mean when the author says, we cracked up?” (we laughed)

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 60 – Story Summary

Have the student verbally express what happens at the beginning, middle, and end of “The Pie That Fell From the Sky” 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 150 – Progress Check – ie (pie)

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.