Fly Away from My Pie

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
  • my
  • pie
  • flies
  • tries
  • fries

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)
  • Fly, Don't Land on MY Pie! target text (see below)
  • Try Some Fries (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 that have –ie and –y: fry, fly, spy, try, by, my, why, tie, lie, pie, fries, tries, flies. Explain that even though the words are spelled differently they all have the long i sound.

 

Practice the skill within an activity

  • Try a Fry
    • Pretend to be in a restaurant or eating lunch.
    • Give the children paper plates with French fries (real or paper).
    • 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).
    • Continue on down the line of children with plates of paper fries.
    • Comment, “Why, that’s a good fry.”
  • Put one fry by another fry
    • Have the children write ‘my fry’ on their paper fry.
    • Make a line of fries.
    • Have one child lay out a fry.
    • Let another child put a fry by the first fry.
    • Comment: “My fry is by that fry. My fry is by this fry. My fry is by Jake’s fry.”
  • Try a piece of pie
    • Pretend to be in a restaurant or eating lunch.
    • Let the children have paper plates with pie.
    • Have the children spy pie on another person’s plate and try their pie (I’ll try this pie).
    • Have the children write ‘my pie’ on a piece of paper pie.
    • Have the children make a line of pie and comment that each pie is by another piece of pie.
  • Shoo the fly off of a fry
    • Pretend you’re at a restaurant and you have a few French fries to eat, but then you spot a fly!
    • Comment that you hope that fly doesn't land on one of your fries.
    • Tell the fly, “Don’t land on MY fry”.
    • Tell the fly to go buy its own fry. Shoo the fly to the fry that’s by one of your friends.
    • Tell the guy in the restaurant that you want to buy another fry. Shoo away the fly and see if it lands on another fry.
    • Tell the guy in the restaurant that you want to buy another fry.
    • Repeat the activity with a piece of pie and let one child pretend to be a fly (optional).

 

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 Fly, Don’t Land on MY Pie! 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, my, by, pie, fries, tries, flies.
    • 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, pie, fries, tries, flies.

 

SEEL Target Texts

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Try Some Fries

I told a friend, “try one of my fries . .
... try this fry.
… try that fry.
… try another fry.”
And by and by I didn’t have any fries to try.

Fly, Don’t Land on MY Pie!

A kid is about to eat a piece of pie.
But then he sees a fly land on his pie.
He tells the fly to fly away.
But then the fly lands on my pie.
Oh my!
That's my pie!
I shoo away the fly.
Then I get another piece of pie.

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/