A Stone in a Cone


Read and write the long o vowel in words ending in silent e (e.g., cone).


Lesson Plan

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Target Words:

  • cone
  • phone
  • stone
  • bone


  • Paper cone – one for each child (see template below or roll a piece of paper with one side gathering to a close and the other remaining wide)
  • Glue or tape (to make cones)
  • A piece of colored paper – one for each child
  • A small stone – one for each child
  • A small bone or picture of a bone (optional)
  • A Stone in My Cone target text (see below)

State and model the objective

Tell the children that they will make some pretend ice cream cones as they read and write words spelled with a silent e that make the long o sound.


Practice the skill within an activity

  • Stone in my cone
    • Give each child a paper cone to roll, a piece of colored paper to crumple (to resemble ice cream), and a stone.
    • Encourage the children to label their cone and then roll it up and tape or staple it.
    • Have the children put their stone in the cone.
    • Pretend to eat the ice cream until they come to the stone. (Remind the children not to put the stones in their mouths).
    • Have the children exclaim “Oh no! There is a stone in my cone!”
    • Tell the children to pretend to talk to a classmate on the phone about the stone in their cone.
    • Repeat the activity using a bone. (optional)


Apply the Skill

  • Identify, blend, and manipulate sounds
    • With letters placed on cards or bottle caps, have the children make new words by changing the vowel or either of the consonants:
      • Cone --> bone, phone --> shone, lone --> hone, stone --> scone
  • Read target words/patterns introduced in the activity (see texts below)
    • Provide each child with a copy of the Stone in my Cone target text or project the story on the board.
    • Read the story out loud to the class. Have the children underline the words in the story with a long o and silent e pattern.
    • Repeat with the target text A Cone Without a Stone.
  • Write about the activity using target words/patterns
    • Write the underlined words in the story on the board and read them as a class.
    • Dictate words that end in –one for the children to write on a paper cone.
    • Let the children write –one words on paper slips to put in their paper cones.
    • Have the children write a letter to complain to the ice cream company about finding a stone in their cones.


SEEL Target Texts

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Stone in my Cone

I went to get an ice cream cone.
I licked the ice cream in the cone.
Then I felt something in my cone.
There was a stone in my cone!
So I picked up the phone and called the cone store.
A guy said, “What, a stone in your cone?”
Who put a stone in your cone?
Put down that phone and bring me your cone.”
So we traded a cone with a stone for a cone with no stone.

A Cone without a Stone

I got an ice cream cone.
Oh no! What’s in my cone?
There’s a stone in my cone!
I do NOT want a cone with a stone!
Did you get a stone in your cone?
I got an ice cream cone.
Oh no! What’s in my cone?
There’s a bone in my cone!
I do NOT want a cone with a bone!
Did you get a bone in your cone?
Do you want a cone with a bone or a stone?
I don’t want a cone with a stone or a bone!
I do NOT want a stone or a bone in MY cone!
I want just a plain ice cream cone!



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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.