Dried or Fried Food

Objective

Read and write words that contain the long i –ie vowel combination.

Lesson Plan

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Target Words:

  • tried
  • lied
  • fried
  • spied
  • dried
  • fries
  • pies

Materials:

  • Napkins
  • Some kind of dried foods (e.g., raisin, banana chip, dried potato flakes)
  • Some kind of fried food (e.g., potato chips, tortilla chips, fried banana)
  • Pictures of dried banana chips and fried tortilla and potatoes chips (see graphics below)
  • Paper fries and pies (see graphics below)
  • Letter cards to blend and manipulate words (see below)
  • Dried or Fried Food target text (see below)

State and model the objective

Tell the children that they will try (or pretend to try) fried and dried foods and read and write words that contain the ie vowel combination: tried, lied, fried, spied, dried.

 

Practice the skill within an activity

  • Fried and Dried Food
    • Give each of the children a napkin and two kinds of food – dried and fried.
    • As they eat, tell the children that you spied foods that can be dried and fried at the store (e.g., bananas can be dried and fried, potatoes can be dried or fried into chips).
    • Explain that you had already tried fried chips, but wanted to try the dried foods.
    • Tell the children that the dried potatoes are good, but you would have lied if you told them that you liked the dried better than the fried.
    • Ask the children what they like best – the fried or the dried?
    • Have the children write sentences about which chips they liked best: “I liked the fried/dried ____ best. I will not lie. I did not like the fried/dried _____.”
  • Fries or Pies
    • Tell the children that they will pretend to try fries or pies.
    • Let the children choose to try paper fries or pies.
    • Have the children write a sentence about which food they tried (e.g. I tried fries, I tried a pie, I tried dried banana, I tried a dried grape, etc.).

 

Apply the skill

  • 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:
        • fried --> dried; tried --> spied; fries --> pies
        • fry --> fries --> fried; spy --> spies --> spied; try --> tries --> tried
  • Read target words in texts (see below)
    • Engage the children in reading the target text Dried or Fried Food as a class/group.
    • Read the text again fading support.
    • Ask the children to listen for words with the long i –ie vowel combination as you read the text together.
    • Have the children make a list of the words with the –ie vowel combination.
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and let them write about what they did when they tried fried and dried chips. Have them include these words: tried, fried, dried, lied, spied.

SEEL Target Texts

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Dried or Fried Food

I spied two kinds of food.
I spied dried bananas and fried bananas.
I spied dried and fried potatoes.
I tried the dried and fried foods.
I liked the dried bananas.
But I liked the fried potatoes better.
That’s not a lie.
The dried foods were good but I liked the fried foods best.

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/