Scream for Ice Cream

Objective

Read and write words with the long e vowel pattern –ea.

Lesson Plan

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Target Words:

  • cream
  • scream
  • team
  • beam
  • dream

Materials:

  • Ice cream graphic (see below)
  • Paper to roll into balls to use as ice cream
  • Cotton balls pulled apart to use as whip cream
  • Real ice cream and whip cream (optional)
  • Word blending letter cards (see below)
  • Scream for Ice Cream target text (see below)
  • Ice Cream with Whipped Cream target text (see below)
  • Did We Get Real Ice Cream? target text (see below)

State and model the objective

Tell the children they will pretend to scream for ice cream and read and write words spelled with the long e vowel pattern –ea: cream, scream, team, dream, gleam, steam.

 

Practice the skill within an activity

  • Scream for ice cream
    • Show the children the ice cream graphic (see below) and ask them if they like ice cream.
    • Tell the children that they will be a team, a group of people that does things together.
    • Read the target text Scream for Ice Cream (see below) then have the children act out the text using paper and cotton balls for ice cream and whip cream or using real ice cream and whip cream (optional):
      • Join a team
      • Scream for ice cream
      • Scream for whip cream
    • Have the children write “I scream for ice scream” on a piece of paper then have them roll the paper into a ball. Let them pretend to eat their paper ice cream.
    • Have the children pretend to wake up from a dream and comment that their ice cream with whip cream was not real.

 

Apply the skill

  • Identify, blend and manipulate sounds
    • With word blending cards (see below), have the children make new words by changing either of the consonants:
      • Change the beginning sound(s): dream --> gleam; scream--> stream; real--> deal
      • Change the ending sound: cream --> creak; beam --> beat; steam --> steal
  • Read target words in texts
    • Engage the children in reading the target text Ice Cream with Whipped Cream (see below):
      • Have the children write a list of the words spelled with –ea.
      • Read the text again fading support
      • Repeat with the target text Did We Get Real Ice Cream? (see below).
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and let them write words from dictation: cream, scream, team, beam, dream, gleam, steam, stream, eat, real, deal. Let them write about what they did with ice cream (e.g., My team likes to scream for ice cream with whipped cream. I beam and gleam when I get to eat ice cream. I had a dream that I had real ice cream).

 

SEEL Target Texts

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Did We Get Real Ice Cream?

Did we get ice cream?
Did we get whip cream on our ice cream?
Or was it just a dream?
It was just a dream.
We did not get real ice cream.
So we can let off steam and scream.
“We want real ice cream!”
“We want real ice cream with whip cream!”

Ice Cream with Whipped Cream

We scream for ice cream.
Ice cream!
We beam when we get ice cream.
We scream for whipped cream.
Whipped cream!
We beam when we get whipped cream.
And we gleam when we get whipped cream on our ice cream.
What a dream – to get ice cream with whipped cream!

Scream for Ice Cream

ICE CREAM! ICE CREAM!
Our team lets out a scream for ICE CREAM!
Ice Cream!
We scream for ice cream!
We scream, “We want ice cream!”
Whipped cream! Whipped cream!
Our team lets out a scream for whipped cream.
Whipped cream!
We scream for whipped cream!
We scream, “We want whipped cream on our ice cream!”
What a dream!

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.

http://education.byu.edu/seel/library/