prize for fries


Read and write words with long i spellings: –ize, –ise and –ies; recognize all spellings as having the same pronunciation.

Lesson Plan

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Target Words:

  • prize
  • size
  • rise
  • wise
  • spies
  • tries
  • fries
  • flies



  • Fry box and big and small paper fries graphics (see below)
  • Plastic flies or pictures of flies (see graphics below) tied to strings
  • Prize ribbon graphics (see below)
  • Letter cards (see below)
  • Fry word cards (see below)
  • He Spies Flies on His Fries target text (see below)
  • Prize for Fries target text (see below)

State and model the objective

Tell the children that they will win a prize for the biggest fries reading and writing words with the long i spellings –ize, –ise and –ies: rise, wise, prize, size, flies, tries, fries.


Practice the skill within an activity

  • He tries some French Fries



    • Give the children some of the big and little paper fries (see graphics below).
    • Instruct the children to find the biggest fry out of the ones they have.
    • Explain that the fries with the biggest size will win a prize.
    • Give the children a ribbon graphic (see below) as a prize and have them write “big-sized prize” on the graphic.
  • Flies on fries



    • Tell the children that you will pretend to put fake flies on their fake fries.
    • Give the children boxes of fries (see graphics below) and have them write fries on the graphics.
    • Attach plastic flies or pictures of flies (see below) to strings then walk around the room and put the fake flies on the children’s fries.
    • Have the children shoo away the flies and watch them rise up out of the fries.
    • Comment that it’s not wise to let flies stay on fries.
    • Spread out the fry word cards (see below) on a table or floor area and allow the children to put fake flies on the word cards.
    • Help the children read the word on each card as they pretend to shoo the flies off of the fries.
    • Have the children sort the fry word cards according to the spelling pattern and point out that even though the words are spelled differently they have the same pronunciation.


Apply the skill

  • Phonological Awareness
    • With letter cards (see below), have the children make new words by changing the the beginning consonant(s):
      • fries --> tries; flies --> spies; prize --> size; rise --> wise
    • Explain that the plural spelling of some words ending in –y eliminates the –y and adds –ies.
    • Help the children use the letter cards to change words spelled with –y to the plural –ies:
      • fry --> fries; spy --> spies; try --> tries; sky --> skies
  • Read target words in texts (see below)
    • Engage the children in reading the target text He Spies Flies on His Fries.
    • Read the text again, fading support.
    • Have the children make a list of the words from the text spelled with the long i spelling patterns –ize, –ise and –ies.
    • Repeat with the target text Prize for Fries.
  • Write about the activity using target words/patterns
    • Help the children create a word wall (or use one previously created) of words spelled with –ize, –ise, and –ies (i.e., rise, wise, prize, size, flies, tries, fries) and then have the children write sentences about the activity using words from the word wall (e.g., I won a prize because of the size of my fries).


SEEL Target Texts

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A Prize for Fries

Who spies some French fries?
We spy big fries.
We spy small fries.
We spy all sizes of fries.
Who wins the prize for the biggest fries?

He Spies Flies on His Fries

He spies some flies.
Oh, no! He spies those flies on his fries!
Why are those flies on his fries?
He cries, “Those are my fries!”
The flies rise up out of the fries.
Good bye, flies!



See More

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.