A Dime for a Lime Drink

Objective

Read and write the long i vowel in words ending with a silent e.

Lesson Plan

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Target Words:

  • lime
  • dime
  • chime
  • time
  • line

Materials:

  • A packaged lime drink or ingredients for limeade (e.g., 1 cup lime juice, 1 cup sugar, 2 or more quarts cold water)
  • Lime (real, plastic, or picture)
  • Small paper cups – 1 for each child
  • Real or pretend dimes – several for each child
  • Large plastic pitcher
  • Spoon to stir
  • Something to make a chiming sound (timer, bell, spoon hit against metal)
  • Get in Line for a Lime target text (see below)

 

State and model the objective

Tell the children that today they're going to buy a lime drink with a dime as they read and write words that are spelled with the long i silent e vowel pattern (e.g., line, dime).

 

Practice the skill within an activity

  • Dime for a lime drink
    • Make a lime drink by measuring out lime juice, sugar, and water or follow the directions on a prepared lime drink mix.
    • Give each child a chance to stir the pitcher with the spoon. Tell the children to listen for the chime to know when their turn is done. Make a chiming sound by ringing a bell or striking a metal object and say, ‘I hear the chime.’
    • Pass out the real or pretend dimes and cups. Tell the children that they can buy the lime drink with a dime.
    • Have the children make a line to buy a drink with a dime. As the children give the teacher the dime, pour a little juice into their cups. Let them get back in line to get another little bit with the rest of their dimes.
    • Ring the chime every time a child buys a lime drink with a dime.

 

Apply the skill

  • Phonological Awareness
    • Word building:
      • With letters placed on cards or bottle caps, have the children make new words by changing either of the consonants:
        • line --> lime, pile --> pine, dine --> dime, slime --> grime, time --> lime, like --> bike, size --> side,
        • wide --> hide, mine --> mice, dice --> dime
  • Read target words/patterns introduced in the activity (see text below)
    • Read the target text Get in Line for a Lime together as a class/group.
    • Read the text again fading support when possible.
    • Have the children underline the words with long i and silent e.
  • Write about the activity using target words/patterns
    • Have the children fill in incomplete sentences by picking from options presented verbally or in writing:
      • “If I had a pile of dimes, I would buy …”: a lime, a chime, some ice, some mice, some dice, a kite
      • “If I had a pile of dimes, I would stand in line to…” (glide on ice skates, go for a ride on a slide, take a bike ride)
      • “For a dime, I would like to dine on…” (rice, some spice, ice, ice cream)
      • “A dime is a nice price for…” (rice, spice, a kite, a lime, a chime)
      • “If I had a pile of dimes, I would…” (smile, give away five, go out to dine)
    • Have the children write simple sentences using any of the following words or phrases: time, dime, slime, grime, line, fine, lime, bed time, vine, time to dine, show time, and chime.
    • Have the children underline words in their sentences that contain a long i and silent e.

 

SEEL Target Texts

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Get in Line for Lime

Do you have a dime?
Do you want a lime drink?
Is it time to get in line?
Get in line to pay for your lime.
The price for a lime is a dime.
Get in line to pay your dime.

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/