A Fly Tries a Fry

Objective

Read and write words with different long i spellings: –y and –ie; recognize both spellings as having the same pronunciation.

Lesson Plan

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Target Words:

  • fry
  • fly
  • spy
  • my
  • pie
  • fries
  • tries
  • flies
  • spies

Materials:

  • Paper plates or picture of a plate for French fries and pie (see graphic below)
  • Paper French fries (see graphics below)
  • Paper pie (see graphics below)
  • Paper fries/pies for writing “My pie/fry” (see graphics below)
  • Plastic fly or picture of a fly (see graphic below)
  • Letter cards for blending and manipulating words (see below)
  • A Fly Tries to Eat my Pie target text (see below)
  • A Fly in the Sky target text (see below)
  • Real French fries and real pie (optional)

State and model the objective

Tell the children that they will shoo a fly away from a pie while they read and write words that have the vowels –ie and –y. Make a list of words with –ie and –y: fry, fly, spy, try, why, cry, sky, my, why, tie, lie, pie, fries, tries, flies, spies. Explain that even though the words are spelled differently they all have the long i sound.

 

Practice the skill within an activity

  • I Spy and Try a Fry
    • Pretend to be in a restaurant or eating lunch.
    • Let the children have paper plates with French fries.
    • Have one child spy a fry on another person’s plate and try their fry.
    • Let the next child spy a fry on the next child’s plate and try one of his or her fries. (I’ll try this fry).
    • Comment, “Why, that’s a good fry”
    • Have the children write “My fry” on a fry.
  • Spy and try a piece of pie
    • Pretend to be in a restaurant or eating lunch.
    • Let the children have paper plates with pie.
    • Have one child spy pie on another person’s plate and try their pie.
    • Let the next child spy pie on the next child’s plate and try his or her pie. (I’ll try this fry).
    • Continue on down the line of children with plates of paper fries.
    • Take turns trying each other’s pie.
    • Have the children write “My pie” on a pie.
  • A fly tries a fry and a piece of pie
    • Let one child pretend to be a fly who spies a fry.
    • Let the fly try a fry.
    • Have a child say, “Don’t land on MY fry.”
    • Have the children tell the fly to shoo and go fly by a different fry.
    • Have the fly spy a piece of pie.
    • Let the fly try a piece of pie.
    • Have a child say, “Don’t land on MY pie.”
    • Have the children tell the fly to fly away from that piece of pie and try a different pie.

 

Apply the skill (Choose from the activities below)

  • Phonological Awareness
    • Word Building:
      • With word blending cards (see below), have the children make new words by changing the vowel or either of the consonants:
        • fly --> fry; spy --> sky; try --> dry; my --> by; pie --> lie; tie --> pie
        • fries --> fried; tries --> tried; flies --> flied
        • fry --> fries; fly --> flies; try --> tries; spy -->spies
  • Read target words in texts (see below)
    • Engage the children in reading the target text A Fly Tries to Eat My Fry together as a class/group.
    • Read the text again fading support.
    • Ask the children to listen for words with the long i sound as you read the text together.
    • Have the children make a list of the words with the –ie and –y vowels.
    • Repeat with the target text Try Some Fries.
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and let them write words from dictation: fly, fry, try, spy, my, by, pie, fries, tries, flies, spies.
    • Give each child a paper and pencil and let them write about what they did when they kept a fly from landing on their fries and pies. Have them include these words: try, fry, fly, spy, pie, fries, tries, flies.

 

SEEL Target Texts

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A Fly in the Sky

I spy a fly.
I spy a fly in the sky.
Oh, no! The fly is on my pie!
I spy a fly on my pie.
Why is the fly on my fry?
“That is my pie,” I cry.
I cry, “That is my pie!”
Fly away, fly!
The fly is in the sky.
Now I can eat my pie.

A Fly Tries to Eat my Fry

I spy a fly.
I spy a fly in the sky.
Oh, no! Now I spy a fly on my fry!
The fly is on my fry!
Why is the fly on my fry?
I cry, “That is my fry!”
Fly away, fly! Fly, fly away!
Now the fly is in the sky.
And now I can eat my fry.

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/