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Skill 5.2: Long Vowel Silent-e, Long i

Basic Skills

Phonics Lesson Library™

size pine ridee

i

Skill 5.2 Sample

Product Code: PH1247 Phonics Lesson Library, Skill 5.2 Sample (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com1

Phonics Lesson Library Copyright © 2013, 95 Percent Group Inc.2

Skill 5.2: Long Vowel Silent-e, Long i One-Syllable Words

Phonemic Awareness: Substitution

MateriaLS None

•Say _____. Change /__ / to /__ / . New word?

GOaL Students accurately substitute sounds and blend new words.

1. Can you hear the sound? Minutes2 MateriaLS None

•Today we are going to learn to read and spell words with the /ī/ sound. Before we begin, I need to know if you can hear this sound.

• I’m going to say some words. If you can hear the /ī/ sound, raise your hand. If you don’t hear the /ī/ sound, show me the “No” gesture (palm facing down, move hand from side to side).

•The first word is like. Students raise hands.•The next word is lick. Students make “No” gesture.

Using word list provided, say each word and ask students to raise hand or give “No” gesture.

2. Can you make the sound? Minutes3

MateriaLS 1 mirror per student

i DO Teacher models.•Watch my mouth. I’ll say the /ī/ sound. •With my hand on my throat, I feel if there is a vibration when I say /ī/. Since there is a vibration, the /ī/

sound is voiced.•The /ī/ sound is a continuant because I can hold it without stopping. Listen, /ī/.•When I make the /ī/ sound, my mouth is open and my chin drops. My lips are relaxed. My tongue

is just behind my bottom teeth.

We DO Hand out mirrors to students. •Look in your mirror while making the /ī/ sound. Is your mouth open or closed? Are your lips round or smiley?

Where is your tongue? Put your hand on your throat. Do you feel a vibration when you say /ī/?

• I’m going to say some words. If you hear the /ī/ sound in the word, say /ī/. If you don’t hear the /ī/ sound, say “No.”

Usewordlistprovided.Listenforandcorrectarticulationerrors.

GOaL Students hear and make focus sound in spoken words.

scrap change/ă/to/ā/=scrape past change/ă/to/ā/=pasteshade change/ā/to/ă/=shad shack change/ă/to/ā/=shakegrade change/ā/to/ă/=grad skate change/ā/to/ă/=scatplat change/ă/to/ā/=plate flack change/ă/to/ā/=flaketack change/ă/to/ā/=take grace change/ā/to/ă/=grasspale change/ā/to/ă/=pal glade change/ā/to/ă/=glad

Passage 1 bike, rid, tire, mill, fine, time, lick, pipe, Sid, life, size, bit, like, side,fin,mile, ride, pin, pine, pip

WOrD LiSt

Review Minutes2

Teach New Concept Minutes20

Day 1 Lesson Plan for Phonics Intervention


Day 1One-Syllable Words Skill 5.2: Long Vowel Silent-e, Long i

The word pine has the long /ī/ vowel sound. I’ll replace the green sound chip with the green i spelling chip. This is one way to spell the long /ī/ sound. Notice that i and e are connected, and there’s a blue chip in between. This represents the silent-e pattern. Let’s review: /p/ /ī/ /n/, pine. The word pine has the silent-e pattern.

Watch me try another word. I’ll move the chips back to the top of the mat.

The next word is pin. The sounds are /p/ /ĭ/ /n/. Watch me pull down the chips: /p/ /ĭ/ /n/. I used the red sound chip because the word pin has a short /ĭ/ sound. This word does not have a silent-e pattern. Let’s review: /p/ /ĭ/ /n/, pin.

Usewordlistonpriorpagetopracticemorewords.

GOaL Students use sound and spelling chips to represent sounds in spoken words.

3. Can you identify the sound-spelling pattern with chips? Minutes5 (Note:Thisstepisoptionalifphonicschipsarenotavailable.) MateriaLS Sound and Spelling Chips, Sound-Spelling Mapping Mat (Phonics Chip Kits available from 95 Percent Group) i DO Teacher models.

FiND tHe PatterN: Today we’re learning to read and spell words with the long vowel silent-e pattern. Long vowel silent-e words have a single vowel, a single consonant, an e at the end, and the vowel sound is long. There is only one vowel sound in the word; however, it takes two vowel letters to spell it—a single i plus the silent-e. The silent-e is not pronounced.

I’m going to use chips to represent sounds in a word. The blue chips represent consonant sounds, the red chip represents a short vowel sound, and a green chip represents a long vowel sound.

The first word is pine. The sounds are /p/ /ī/ /n/. Watch me pull down the chips: a blue chip for /p/, a green chip for /ī/, and another blue chip for /n/. Let’s review: /p/ /ī/ /n/, pine.

ie

ie

ie

ie

ie

Copyright © 2013, 95 Percent Group Inc. 3Skill 5.2: Long Vowel Silent-e, Long iProduct Code: PH1247 Phonics Lesson Library, Skill 5.2 Sample (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com

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Day 1 One-Syllable Words Skill 5.2: Long Vowel Silent-e, Long i


MateriaLS Teacher Word Cards Passage 1, Teacher Sound-Spelling Header Cards (long i and short i), pocket chart

4. Can you identify the pattern in words? Minutes3 i DO Teacher models.ShowthefirstTeacherWordCard.(pine) I’ll look for the long i silent-e syllable pattern.

•First, I find the vowel letters. Withyourfingersintheshapeofav,touchunderboth theiandevowelletters.

•There are two vowel letters—i and silent-e.•There is the vowel letter i, followed by one consonant, and then a silent-e. This word

has the long i silent-e syllable pattern, and the vowel sound is /ī/. •The gesture looks like this. Holdtwofingersupinav-shapetoindicatetheplacementof

the vowels.

5. Can you sort the cards by pattern? Minutes7 i DO Teacher models.

• I place the word card in the pocket chart under the Long i Header Card. Don’t ask students to read words.

•Let me show you another word. Show contrast word. (pin)•First, I find the vowel letter or letters. Pointbelowthevowelletteri.•This word follows the closed syllable pattern. Makeclosedfistgestureundertheword. There

is one vowel followed by one or more consonants. The vowel sound is /ĭ/. This word is not silent-e. Make “No” gesture (palm facing down, move hand side to side).

• I place the word card in the pocket chart under the Short i Header Card.

We DO Sort all of the remaining Teacher Word Cards into the pocket chart.•Let’s sort more words together. I’ll answer and gesture with you.•Pretend to touch the vowel letter or letters.•How many vowel letters?

•1 vowel—Ask: • Silent-e or not Silent-e? Not silent-e Make “No” gesture. • Syllable type and gesture? Closed Make closed gesture. • Sound? /ĭ/ • Where should we place this word card? Under the Short i Header Card

•2 vowels—Ask: • Silent-e or not Silent-e? Silent-e Make silent-e gesture. • What‘s the letter pattern? One vowel, one consonant, and a silent-e at the end • Sound? /ī/ • Where should we place this word card? Under the Long i Header Card

Teacher stops answering with students once they are accurate.

GOaL Students describe the silent-e pattern as one vowel letter, one consonant letter, and a silent-e at the end. Students identify words that contain the silent-e pattern, provide the silent-e gesture, and produce the correct long vowel sound.

pine

pin

Copyright © 2010, 95 Percent Group Inc. All rights reserved. Copyright © 2010, 95 Percent Group Inc. All rights reserved.







Day 1One-Syllable Words Skill 5.2: Long Vowel Silent-e, Long i

Can you read the words? MateriaLS Teacher Word Cards Passage 1, Teacher Sound-Spelling Header Cards (long i and short i), pocket chart

i DO Teacher models.•Now we’ll read some words. Watch what I do to read this word. ShowthefirstTeacherWordCard.(side)•First, I decide if this is a silent-e or not silent-e syllable. • I find the vowel letters. With my fingers in a v-shape, I touch the

vowels. There are two vowel letters.•There is a single i, a single consonant, and a silent-e. Tapfingersinv-shapebelowthetwovowels.•The syllable type is silent-e, and the vowel sound is /ī/.• I sweep a finger under the word and say, side.•This word follows the long vowel i silent-e pattern. I place the word

card under the Long i Header Card.• I’ll read another word. Show the Teacher Word Card for a contrast word. (Sid)

• I find the vowel letter and touch under it.•There is only one vowel letter. Tap the vowel.•This is not silent-e. Make “No” gesture. •The syllable type is closed (closed gesture), the vowel sound is /ĭ/,

and the word is Sid.• I place the word card under the Short i Header Card.

We DO Read the remaining Teacher Word Cards. •Let’s read more words together. I’ll answer with you.•Find the vowel letter or letters and pretend to touch them. Studentspretendtotouchthevowelletter(s)

on the teacher card.•Check for the pattern. How many vowel letters are there? Answer varies.• Is one vowel letter an i followed by a single consonant and a silent-e?

•Yes:Tapunderthevowelswithfingersinav-shapeandask,Sound?Sweepafingerundertheword and ask, Word?

•No:Tapunderthevowelwithonefingerandask,Sound?Sweepafingerunderthewordandask,Word?•Where should we place this word card? Answer varies.

Teacherstopsansweringwithstudentsoncetheyareaccurateandfluent. GOaL Students accurately identify words by their syllable type, make the correct gestures, say the correct vowel sounds, and accurately read the words.

Word Reading Accuracy Minutes4

Passage 1 Pattern Words: bike,fine,life,like, mile, pine, pipe, ride, side, size,time,tireContrast Words: bit,fin,lick,mill, pin, pip, rid, Sid

WOrD LiSt

MateriaLS Teacher copy Passage 1, Student copy Passage 1, highlighters

GOaL Students identify and read pattern words in a text.

Transfer to Text Minutes4

Passage 1 Steps

Sid and Slim’sBike Ride

1. Highlight skill words in passage and count them.2. Read only skill words that have been highlighted.

Sid and Slim like to ride bikes. They have a fine time when they ride. Slim

wants Sid to ride with him to Pine Lake. Pine Lake is a nine-mile ride. Sid asks,

. We can hunt for rocks at

the mine.

Slim and Sid ride bikes to the mine by the lake. At the mine, Sid rides over

rocks.

Sid has a big scrape on the side of his leg.

his hand. I

Slim rides for his life. Nine miles go by fast. He

-it kit.

b Slim and Dad ride to Pine Lake in the van.

the scrape on his leg. After the tire is fixed, Sid and Slim ride with dad in his van.

When Sid and Slim ride nine miles to the mine again, they take the fix-it kit

on the ride just in case!

5-‐2-‐1, p. 1

Copyright © 2009, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com

Sidside






5



1. Can you hear the sound? Minute1 MateriaLS None

• I’m going to say some words. If you can hear the /ī/ sound, raise your hand. If you don’t hear the /ī/ sound, show me the “No” gesture (palm facing down, move hand from side to side).

•The first word is like. Students raise hands.•The next word is lick. Students make “No” gesture.

Using word list provided, say each word and ask students to raise hand or give “No” gesture.

2. Can you make the sound? Minute1 MateriaLS None

• I’m going to say some words. If you hear the /ī/ sound in the word, say /ī/. If you don’t hear the /ī/ sound, say “No.”

Use word list provided.

GOaL Students hear and make focus sound in spoken words.

3. Can you sort the cards by syllable type? We DO Teacher and students sort pattern words and contrast words into the pocket chart. Minute1 MateriaLS Teacher Word Cards Passage 1, Teacher Sound-Spelling Header Cards (long i and short i), pocket chart

•Let’s review. What syllable type are we studying? Long vowel silent-e •What is a long vowel silent-e syllable pattern? One vowel, one consonant, and a silent-e at the end•What kind of vowel sound do you hear in a silent-e syllable? Long •Let’s sort two words together. Chooseonesilent-epatternandoneclosedsyllablepatternwordfor

the review.•Pretend to touch the vowel letter or letters.•How many vowel letters?

•1 vowel—Ask: • Syllable type and gesture? Closed gestureClosedfist • Sound? /ĭ/ • Where should we place this word card? Under the Short i Header Card

Previous Phonics Skill MateriaLS Skill 5.2 Phonics Review Grid Days 1-2

•Pointtotheleftofthewordandask,Word?•Tapundertheword.Studentsaccuratelyandfluentlyrespondbyreading thewordafterthetap.

GOaL Students accurately and fluently read words.

Review Minutes2

Teach New Concept Minutes8

Passage 1 bike, rid, tire, mill, fine, time, lick, pipe, Sid, life, size, bit, like, side, fin, mile, ride, pin, pine, pip

WOrD LiSt

cap cape case cask

hatfatefatcave

hate Kate lack lake

sameSammademad

wade wag wake wave

Skill 5-2 Phonics Review Grid Days 1-2




One-Syllable Words Skill 5.2: Long Vowel Silent-e, Long i Day 2

•2 vowels—Ask: • Syllable type and gesture? Silent-e Silent-e gesture. • What’s the letter pattern? One vowel, one consonant, and a silent-e at the end • Sound? /ī/ • Where should we place this word card? Under the Long i Header CardAftersortingtwocardswithstudents,movetotheYouDo.

YOU DO Students independently sort their own set of Student Word Cards. Minutes5 MateriaLS Student Word Cards Passage 1, Student Sound-Spelling Header Cards (long i and short i)

•Now it’s your turn. You will sort your words into a closed syllable group and a silent-e syllable group.

•Place your two Header Cards on the table.•Place your word cards in a stack. Take one card off the stack, and put

it on the table in front of you.•Using your pointer finger, find the vowel letter or letters.• If the word is a closed syllable, make the closed syllable gesture, touch the

vowel letter with one finger, and say its sound as you slide the card under the Short i Header Card.

• If the word is a silent-e syllable, make the silent-e gesture by touching both vowel letters with your fingers in a v-shape, and say its sound as you slide the card under the Long i Header Card.

•Sort all your words.

GOaL Students describe the silent-e pattern as one vowel letter, one consonant letter, and a silent-e at the end. Students identify words that contain the silent-e syllable, provide the silent-e gesture, and produce the correct vowel sounds.

fine

ride

fin

rid

Can you read the words? We DO Teacher and students read Teacher Word Cards. Minute1

MateriaLS Teacher Word Cards Passage 1, Teacher Sound-Spelling Header Cards (long i and short i), pocket chart

•Let’s review reading closed and silent-e syllable words. Let’s read two words together.

•Pretend to touch the vowel letter or letters. •Check for the pattern.

•Are there one or two vowel letters?• If there are two, is there a letter i, a consonant, and then a silent-e at the end?

•Gesture and say the syllable type. Answers will vary according to syllable type.•Sound? Tapunderthevowelletterorletters.•Sweepafingerunderthewordandask,Word? •Where do we place this word card? Answer varies.

Practicetwocardswithstudents;thenmovetoYouDo.

Word Reading Accuracy Minutes5 Passage 1

Pattern Words: bike,fine,life,like, mile, pine, pipe, ride, side, size,time,tireContrast Words: bit,fin,lick,mill, pin, pip, rid, Sid

WOrD LiSt






7

One-Syllable Words Skill 5.2: Long Vowel Silent-e, Long i


Day 2

Word Reading Fluency Minutes5 MateriaLS 1 Fluency Progress Monitoring Graph per student, 1 Fluency sheet (words and 2-3 word phrases) per student.

• In a moment I’ll give you a list of words. Leave the paper face down until you hear the signal to start.

•When it’s time to start, turn the paper face up and begin reading across the page to your partner. If you finish before time is up, start at the top and read it again.

•Your goal is to read at a quick, yet comfortable, pace so that you get as many words correct as possible.

•Ready? Start. After1minute,say“stop.”•Record the number of words read and number of errors. Erase and be ready to switch roles. Repeat timingforotherpartner.

•Now that you have both read, calculate your number of words read correctly by subtracting errors from words read. Then add a bar to your graph and shade it in.


Lesson 5.2 Passage 1: Sid and Slim’s Bike Ride


FLUENCY SHEET

Words bike size pine live

hike mile dive pike

fine side fire tide

tire mine hide wide

life ride hive five

time nine kite bite

like pipe line wife

2 to 3-Word Phrases

to the bikes in my tire down the pike on a bike

when they ride for his life for a time over the line

to Pine Lake with a pin from the fire past the time

at the mine after the ride in the tide like a tire

of the pike as they hide into the pines to the mine

on its side at the mine like a pin under a pipe

as it dives by the side of the size up the pike

Progress-‐Monitoring Table and Graph

Copyright © 2011, 95 Percent Group Inc. All rights reserved. Materials may only be used or copied as permitted by the 95 Percent Group Inc. annual license

agreement. All other use prohibited. www.95percentgroup.com.

Lesson Number: Student Name:

Progress-‐Monitoring Table Bar Graph

Read

Total Words Read Errors

Words Read Correctly 10 20 30 40 50

Sample 1 36 4 32

Words

1 2 3 4 5

Phrases (2-‐3 words)

Read



1 2 3 4 5

Phrases (4+ words)

Read



1 2 3 4 5

Sentences

Read



1 2 3 4 5

Passages

Read



1 2 3 4 5

YOU DO Students independently read their own set of Student Word Cards. Minutes4 MateriaLS Student Word Cards Passage 1, Student Sound-Spelling Header Cards (long i and short i)

•Now it’s your turn. Mix up your word cards, and place them in a stack.•Take the top card off the stack, and put it on the table in front of you.•Using your fingers, touch the vowel letter or letters.•Determine the syllable type for each word. Say the syllable type and make the gesture.•Tap under the vowel letter or letters and make the vowel sound.•Sweep a finger under the word as you read it.• I will listen to each of you read some words.

GOaL Students accurately identify words by their syllable type, make the correct gestures, say correct vowel sounds, and accurately read the words.



MateriaLS Teacher copy Passage 1, Student copy Passage 1



Sound-Spelling Mapping

MateriaLS Sound-Spelling Mapping paper and pencils/dry erase markers

i DO Teacher models. Minute1 •Today you’ll learn how to spell words that have the long vowel

silent-e syllable type. Watch how I use the Sound-Spelling Mapping paper. Each box holds only one sound.

•The word is hide. I’ll segment the word and tap one box for each sound I hear: /h/ /ī/ /d/. I heard three sounds.

•Now I’ll write the letters that represent each sound. Writelettersinboxes. The word is hide.

• I put the silent-e in the box with the letter d. The silent-e cannot be in a box by itself because it doesn’t spell a sound—it’s part of the long vowel silent-e pattern. Writetheesmallerandinthebottomoftheboxwith the d. OPTiONAL:Drawav-shapefromtheitothesmalllettere.

Model with contrast word. (hid)

We DO Teacher and students spell words. Minute1 •Let’s practice listening for sounds and writing the letters. The word is bike. Word? Bike•Tell me the sounds in bike. /b/ /ī/ /k/ How many sounds did you hear? 3•Askstudentstoproduceeachsoundandletterasyouwritetheminthebox.•Let’s spell one more word. Repeat with contrast word. (bit)

YOU DO Students independently spell words. Minutes3 •Now, it is your turn. I’ll give each one of you a word to spell.

Giveeachstudenthisorherownwordtospell.MonitorforaccuratesegmentationofthewordanduseoftheSound-Spelling Mapping paper.

Asstudentsfinishtheirwords,checkthewordsandgivethemanotherwordtospelluntiltimerunsout.

GOaL Students accurately spell pattern and contrast words using Sound-Spelling Mapping paper.

Word Building Minutes5

h i de

h i d

Passage 1 Pattern Words: bike,fine,life,like, mile, pine, pipe, ride, side, size,time,tireContrast Words: bit,fin,lick,mill,mitt,pin,pip,rid, Sid

WOrD LiSt

Sid and Slim like to ride bikes. They have a fine time when they ride. Slim

wants Sid to ride with him to Pine Lake. Pine Lake is a nine-mile ride. Sid asks,

. We can hunt for rocks at

the mine.

Slim and Sid ride bikes to the mine by the lake. At the mine, Sid rides over

rocks.

Sid has a big scrape on the side of his leg.

his hand. I

Slim rides for his life. Nine miles go by fast. He

-it kit.

b Slim and Dad ride to Pine Lake in the van.

the scrape on his leg. After the tire is fixed, Sid and Slim ride with dad in his van.

When Sid and Slim ride nine miles to the mine again, they take the fix-it kit

on the ride just in case!

5-‐2-‐1, p. 1


Passage 1 Steps

Sid and Slim’sBike Ride

1. Read passage with skill words highlighted.2. Read unmarked copy of passage (no highlighted words).

CCSS reading Standard 2 for Literature

1. Use key details from the passage to retell the story.2. Use key details from the passage to retell how Sid’s bike and leg get hurt.3. What lesson did Sid and Slim learn from their trip to Pine Lake and the mine?


9


Can you read the words? We DO Teacher and students read word cards. Minute1

MateriaLS Teacher Word Cards Passage 2 •Let’s review reading closed and silent-e syllable words. Let’s read

two words together. •Pretend to touch the vowel letter or letters.•Check for the pattern. Gesture and say the syllable type. A gesture

and answer will vary according to syllable type.•Sound? Tapunderthevowelletterorletters.•Sweepafingerunderthewordandask,Word?


YOU DO Students independently read their own Student Word Cards. Minutes6 MateriaLS Student Word Cards for Passage 2

•Now it’s your turn. Mix up your word cards, and place them in a stack. •Take the top card off the stack, and put it on the table in front of you.•Using your fingers, touch the vowel letter or letters.•Determine the syllable pattern for each word. Gesture and say the syllable type.•Tap under the vowel letter or letters and make the vowel sound.•Sweep a finger under the word as you read it.• I will listen to each of you read some words.

GOaL Students accurately identify words by their syllable type, make the correct gestures, say the correct vowel sounds, and accurately read the words.

Sight Words

MateriaLS Sight Word Review Grid

•Pointtotheleftofthewordandask,Word? •Tapundertheword.Studentsaccuratelyandfluentlyrespondwithsightword.


Review Minutes2

Word Reading Accuracy Minutes7

Passage 2 Pattern Words: dime, dine, drive, five,hike,lime,nine,ripe,slide,stride, whine, wife Contrast Words: dim, din, hick, nip,rip,slid,whiff,win

WOrD LiSt

dime

caphatawavecapeadim


Phonics Lesson Library™ Sight Words Grid for Lesson 5.2

our there what think

was old they over

good after want have

thank give again fly





Sound-Spelling Mapping

MateriaLS Sound-Spelling Mapping paper and pencils/dry erase markers

We DO Teacher and students spell words. Minute1 •Let’s review listening for sounds and writing the letters.

The word is bike. Word? Bike•Tell me the sounds in bike. /b/ /ī/ /k/ How many sounds

did you hear? 3•Askstudentstoproduceeachsoundandletterasyouwritethem

in the box.•Let’s spell one more word. Repeat with contrast word. (bit)

YOU DO Students independently spell words. Minutes3 •Now, it’s your turn. I’ll give each of you a word to spell.

Give each student his or her own word to spell. Monitor for accurate segmentationofthewordanduseoftheSound-SpellingMappingpaper.

Asstudentsfinishtheirwords,checkthewordsandgivethemanother wordtospelluntiltimerunsout.

GOaL Students accurately spell pattern and contrast words using Sound-Spelling Mapping paper.

Short Phrase Reading Fluency Minutes6


MateriaLS 1 Fluency Progress Monitoring Graph per student, 1 Fluency sheet (words and 2-3 word phrases) per student.

• In a moment I’ll give you a set of phrases. Leave the paper face down until you hear the signal to start.

•When it’s time to start, turn the paper face up and begin reading across the page to your partner. If you finish before time is up, start at the top and read it again.

•Your goal is to read at a quick, yet comfortable, pace so that you get as many phrases correct as possible.

•Ready? Start. After1minute,say“stop.”•Record the number of phrases read and number of errors. Erase and be ready to switch roles. Repeattimingforotherpartner.

•Now that you have both read, calculate your number of words in phrases read correctly by subtracting errors from words read. Then add a bar to your graph and shade it in.

GOaL Students accurately and fluently read pattern and contrast words in phrases.

b i ke

b i t

wh i ne

w i fe

Passage 2 Pattern Words: dime, dine, drive, five,hike,lime,nine,ripe,slide,stride, whine, wife Contrast Words: dim, din, hick, nip,rip,slid,whiff,win

WOrD LiSt

Lesson 5-2 Passage 2: A Fun Time at the Dime and Dine Drive-In

FLUENCY SHEET

Words drive chime slime spike

white strive spike dine

slide chive bribe five

whine stripe while crime

stride grime smile pike

bride spine gripe dime

twine shine prize glide

2 to 3-Word Phrases

after the drive as they ride like a chime on the plates

with his wife with a stripe of the bride with a dime

to the hill by that time with the twine as the bride

on the slide down the drive over the slide if the spike

down the strip for a spin past the chives till we drive

as she eats from the spine to that twin where we slide

after they hike at the time under the sun on the bike







Read



Sample 1 36 4 32

Words

1 2 3 4 5


Read



1 2 3 4 5

Phrases (4+ words)

Read



1 2 3 4 5

Sentences

Read



1 2 3 4 5

Passages

Read



1 2 3 4 5


11



Day 3

MateriaLS Paper/pencil or whiteboard/dry erase marker

Writing the sentence: • I’ll tell you a sentence. Then you’ll repeat the sentence with me before you write it.•The sentence is ____. Say it with me. Let’s say the sentence one more time.•Now, write the sentence on your paper/whiteboard. If you forget the sentence, I’ll tell you the next words.

Whilestudentswritethesentence,writethesentencewithcorrectspellingandpunctuationontoawhiteboard or sentence strip for proofreading.

Proofreading the sentence:

•Now that you are finished, look at my sentence. Put a dot under each letter that’s correct. If you didn’t spell it correctly, correct it now.

Whenthestudentsarefinishedproofreading,havethemreadthesentencealoud. OPTIONAL:Studentsmaygobackandunderlinepatternwordsin their sentences.

GOaL Students accurately write and proofread sentences containing pattern and contrast words.

Sentence Dictation Minutes4

Passage 1 Sentences

Slim likes to ride bikes.

Wehavetimetorideamile.

Thesideofthebikeisfine.

MateriaLS Teacher copy Passage 2, Student copy Passage 2



Slim likes to ride bikes.. . . . . . . . . . .

Passage 2 Steps

A Fun Time at the Dime and Dine

Drive in

1. Highlight skill words in passage and count them.2. Read only skill words that have been highlighted.

A Fun Time at the Dime and Dine Drive-In

Mr. Biles wants to spend time with his wife, Mrs. Biles. Mr. Biles says,

drive the van to get hot dogs for lunch at the Dime and Dine Drive-I

Mrs. Biles says, to take time and hike

That is fine. We will hike Mr. Biles.

Mr. and Mrs. Biles hike by the white gate and go west on the path. They

go nine miles and stride past the elm glade. They slide on the wet cliff. They slip

fine time at the Dime and Dine, Mrs. Biles says

When they get to the Dime and Dine Drive-In, a man named Mike Pit says,

It was hot on our hike. Mrs. Biles as she sits

big in size. Mr. Biles and I like hot dogs too.

Mike

gets the lunch for Mr. and Mrs. Biles.

Mrs. Biles. She

bites her lip as she eats the ripe lime. There is a rip on her lip that makes her

whine.

Mr. and Mrs. Biles like to eat the hot dogs on the plates. They give Mike Pit

a fine tip. They think the Dime and Dine Drive-In is just fine! But now it is time to

hike back.

5-‐2-‐2, p. 1



Review Minutes2

Word Reading Accuracy Minutes5Can you read the words? We DO Teacher and students read Teacher Word Cards. Minute1

MateriaLS Teacher Word Cards Passage 2•Let’s review reading closed and silent-e syllable words. We’ll read two words together. •Pretend to touch the vowel letter or letters. •What is the syllable type? Answer varies.•What is the gesture? Answer varies.•Sound? Tapunderthevowelletterorletters.•Word? Sweepafingerundertheword.


YOU DO Students independently read their own set of Student Word Cards. Minutes4 MateriaLS Student Word Cards Passage 2

•Now it’s your turn. Mix up your word cards, and place them in a stack. •Take the top card off the stack, and put it on the table in front of you. •Determine the syllable type. Say the syllable type and make the gesture.•Say the vowel sound, and then sweep your finger under the word and read it. • I will listen to each of you read some words.


Lesson Plan for Phonics Intervention Day 4Skill 5.2: Long Vowel Silent-e, Long i One-Syllable Words

Previous Phonics Skill

MateriaLS Skill 5.2 Phonics Review Grid Days 3-4 •Pointtotheleftofthewordandask,Word?•Tapundertheword.Studentsaccuratelyandfluentlyrespondbyreading thewordafterthetap.


back blade blaze brake

glad�amechasechat

glade sad scat scrap

skateshapeshadescrape

slat spade whale whip

Skill 5-2 Phonics Review Grid Days 3-4



13



Day 4

Word Chains MateriaLS Paper/pencil or whiteboard/dry erase marker

i DO Teacher models. •We’ll start with one word and then spell others in a word chain. We’ll add, delete, or substitute

one sound at a time to spell a new word. • I’ll start by writing the word rid. I want to change rid to ride. One sound changes: the short i

changes to long i. • I’ll write the word ride under rid. I add the letter e to the end of rid to spell ride.•Next I’ll change ride to side. The /r/ sound changes to /s/. •Now I’ll write the word side under ride. I change the letter r to s. •Finally, I’ll change side to Sid. The /ī/ sound changes to /ĭ/. I delete the silent-e.

We DO Teacher and students build a word chain.•Let’s do this one together. I’ll answer with you.•We’ll start with the word Tim. How do you spell Tim? T - i - m •Now change Tim to time. Which sound is changed? /ĭ/ What is the new sound? /ī/•Which letter do we add? Silent-e to the end How do we spell the new word? t - i - m - e•Now change time to dime. Which sound changes? /t/ to /d/ Which letter changes? t to d•How do we spell the new word? d - i - m - e•Finally, let’s change dime to dim. Which sound changes? /ī/ to /ĭ/ Which letter changes?

Delete silent-e•How do we spell the new word? d - i - m

YOU DO Students independently build a word chain.•Now you try one. Write the word ____ on your whiteboard. •Change the word ____ to the word ____. Which sound changes?

Which letter changes?•Write the new word.•Now change ____ to ____. Which sound changes? Which letter changes?•Write the new word.

Continuegivingstudentswordstoadd,delete,andsubstitutesounds.

GOaL Students accurately spell words to build a word chain.


ridridesideSid

•pin,pine,dine,din •fine,fin,tin,tine •ride,rid,hid,hide

WOrD CHaiNS

Timtimedimedim



MateriaLS 1 Fluency Progress Monitoring Graph per student, 1 Fluency sheet (4-Plus Phrases and sentences)

IMPORTANT: First do phrase-reading fluency, and then do sentence reading fluency. Instructions below apply to both types of fluency with any changes for sentence-reading fluency noted in parentheses.

• In a moment I’ll give you a list of 4-plus-word short phrases (sentences). Leave the paper face down until you hear the signal to start.

•When it’s time to start, turn the paper face up and begin reading the phrases (sentences) to your partner. Read only the table of 4-plus-word phrases (sentences).

• If you finish the table before time is up, start at the top and read it again. •Your goal is to read at a quick, yet comfortable, pace so that you get as many phrases (sentences)

correct as possible.•Ready? Start. After1minute,say“stop.”•Record the number of words read and number of errors. Erase and be ready to switch roles. Repeattiming

for other partner.•Now that you have both read, calculate your number of words in phrases (sentences) read correctly by

subtracting errors from words read. Then add a bar to your graph and shade it in.

GOaL Students accurately and fluently read pattern and contrast words in a text.

4-Plus Phrase and Sentence Reading Fluency Minutes8

MateriaLS Teacher copy Passage 2, Student copy Passage 2 from Day 3

GOaL Students can independently identify and read pattern words in a text.


Lesson 5.2 Passage 1: Sid and Slim’s Bike Ride

4-Plus-Word Phrases

on the bus ride for a fine time to the big pipe

by the old mine from time to time under nine miles to go

into a big pipe into a hive of bugs that bite with a kite as big as a bike

at the side of the pike in time for a ride after the last time

after the nine-mile ride on top of an old bite as the fire got to the tires

as the kite dives of that bike club as soon as the tide came in

by a wide pipe on the ride to Pine Lake if he knows how to ride

on the side of his leg over the big pipe on the next bike

down to the tide on a wide tire if the big kite

Sentences

Get rid of the bike you ride. Pine Lake is by the old mine. The kite line is in a twist.

See the fine fin on that fish. Sid’s bike skids into a big pipe. Yikes! How can I ride?

He likes to lick the plate. The pipe rips the bike’s tire. Slim rides for his life!

Sid is on Ed’s side. The size of the rip is big. Take a fix-it kit on the next ride.

Bug bites are a fact of life. The kite is white. I like to dive into the tide.

I ride the bus. They have a fine time. Do we have time to ride?

The bug bit me on an old bite. Waves come in with the tide. Tim rides his bike.

He hid the kite. The tide came in on Pine Lake. Can Dad fix the bike’s tire?

Next time, I will give it to his wife. The bike is on its side. I have a fix-it kit for the kite.







Read



Sample 1 36 4 32

Words

1 2 3 4 5


Read



1 2 3 4 5

Phrases (4+ words)

Read



1 2 3 4 5

Sentences

Read



1 2 3 4 5

Passages

Read



1 2 3 4 5

Passage 2 Steps

A Fun Time at the Dime and Dine

Drive-in

1. Read passage with skill words highlighted. 2. Read unmarked copy of passage (no highlighted words).


1.Identifywordsandphrasesfromthepassagethathelpyouimaginewhatitwaslikeon Mr. and Mrs. Biles’s hike.

2.IdentifywordsfromthepassagethatsuggestshowMrs.Bilesfeelswhentheripelime touches the bite on her lip.

3. What image do you see in your head when you read the phrase, “They slide on the wetcliff”?

A Fun Time at the Dime and Dine Drive-In

Mr. Biles wants to spend time with his wife, Mrs. Biles. Mr. Biles says,

drive the van to get hot dogs for lunch at the Dime and Dine Drive-I

Mrs. Biles says, to take time and hike

That is fine. We will hike Mr. Biles.

Mr. and Mrs. Biles hike by the white gate and go west on the path. They

go nine miles and stride past the elm glade. They slide on the wet cliff. They slip

fine time at the Dime and Dine, Mrs. Biles says

When they get to the Dime and Dine Drive-In, a man named Mike Pit says,

It was hot on our hike. Mrs. Biles as she sits

big in size. Mr. Biles and I like hot dogs too.

Mike

gets the lunch for Mr. and Mrs. Biles.

Mrs. Biles. She

bites her lip as she eats the ripe lime. There is a rip on her lip that makes her

whine.

Mr. and Mrs. Biles like to eat the hot dogs on the plates. They give Mike Pit

a fine tip. They think the Dime and Dine Drive-In is just fine! But now it is time to

hike back.

5-‐2-‐2, p. 1



15


•bite,bit,sit,site •slide,slid,lid,rid •lime,dime,dim,rim

WOrD CHaiNS


dime, send, dine, drive, hind, time,five,hike,lime,dim,dun,hick, prime, nip, job

WOrD LiStSyllable Type: Closed and Long i Silent-e

MateriaLS Whiteboard and dry erase markerWriteonewordatatimeontheboard.Usewordlistprovided.

• I will write some words on the board. Look carefully at each word. I will ask you:•Syllable type and gesture?•Vowel sound?•Word?


Review Minutes2

Word Chains


YOU DO Students independently build a word chain.•Let’s build some word chains. Write the word ____ on your whiteboard. •Change the word ____ to the word ____. •Write the new word.•Now change ____ to ____. •Write the new word.

Continuegivingstudentswordstoadd,delete,andsubstitutesounds.

GOaL Students accurately spell words to build a word chain.





Sentence Reading Fluency Minutes4 MateriaLS 1 Fluency Progress Monitoring Graph per student, 1 Fluency sheet (4-Plus Phrases and sentences)

• In a moment I’ll give you a list of sentences. Leave the paper face down until you hear the signal to start.

•When it’s time to start, turn the paper face up and begin reading the sentences to your partner.

• If you finish the table before time is up, start at the top and read it again.

•Your goal is to read at a quick, yet comfortable, pace so that you get as many words in sentences correct as possible.

•Ready? Start. After1minute,say“stop.”•Record the number of words read and number of errors. Erase and be ready to switch roles. Repeat timingforotherpartner.

•Now that you have both read, calculate your number of words read correctly by subtracting errors from words read. Then add a bar to your graph and shade it in.

GOaL Students accurately and fluently read pattern and contrast words in sentences.


Writing the sentence:• I’ll tell you a sentence. Then you’ll repeat the sentence with me before you write it.•The sentence is ____. Say it with me. Let’s say the sentence one more time.•Now, write the sentence on your paper/whiteboard. If you forget the sentence, I’ll tell you the next words.

Whilestudentswritethesentence,writethesentencewithcorrectspellingandpunctuationontoawhiteboard or sentence strip for proofreading.

Proofreading the sentence:•Now that you are finished, look at my sentence. Put a dot under

each letter that’s correct. If you didn’t spell it correctly, correct it now. Wait for us to check the second word.

Go through all of the words in the sentence, checking spelling one word at atime.Whenthestudentsarefinishedproofreading,havethemreadthesentence aloud. OPTIONAL:Studentsmaygobackandunderlinepatternwords in their sentence.

GOaL Students accurately write and proofread sentences containing pattern and contrast words.

Sentence Dictation Minutes4

I want a ripe lime.. . . . . . . . . .

Passage 2 Sentences

i want a ripe lime.

She bites the limes.

Mywifedrivesfivemiles.

Lesson 5-2 Passage 2: A Fun Time at the Dime and Dine Drive-In

4-Plus-Word Phrases at the Dime and Dine at the new drive-in over the old drive

to the drive-in into the slime at the lake past the open drive-in

after the stripes are off with a set of chimes if a bit of grime

as we wipe the grime in the nick of time to the fun drive-in

on the little slide like the white one under the mud and grime

from the twin brides in the bride’s dress as a white line

with his new wife with one thin dime with a fast stride

like the pretty chimes of her same size as soon as it chimes

by the big slide on that white bike in case they whine

Sentences

He slid down the slide. They slide on the wet cliff. That dime shines like the sun!

Mr. Biles has a wife. The drive-in is fun! Mrs. Biles rides a bike.

She will ride this time. The white gate is by the path. There is a bit of grime on the bike.

Mr. Biles strides up the hill. Mrs. Biles wants to hike, not ride. The white gate has a spike.

They have a fine hike. It will take time to hike to lunch. She wipes grime off the bench.

Mrs. Biles bites the lime. Mr. Biles drives the van. Mr. Biles likes Mike.

The ripe lime is not fine. The Dime and Dine Drive-in is fine. They eat hot dogs on plates.

Mike Pit likes his tip. The Biles hike past the white gate. Do you dine at a drive-in?

The hens make a din. They give Mike Pit a tip. They had a fine time on the hike.







Read



Sample 1 36 4 32

Words

1 2 3 4 5


Read



1 2 3 4 5

Phrases (4+ words)

Read



1 2 3 4 5

Sentences

Read



1 2 3 4 5

Passages

Read



1 2 3 4 5


17



Day 5

Progress Monitoring: Cold ReadInstructions for teachers: MateriaLS Teacher copy Passage 3, Student copy Passage 3 Listen to each student read Passage 3 for one minute. Calculate words read correctly and accuracy percentage for each student.


Passage Fluency: Cold Read

MateriaLS Student copy Passage 3, 1 Progress Monitoring Table and Graph

• In a moment I’ll give you a copy of the passage you just read to me. Leave the paper face down until you hear the signal to start.

•When it’s time to start, turn the paper face up and begin reading the passage to your partner.

•Your goal is to read for one minute at a quick, yet comfortable, pace so that you get as many words correct as possible.

•Ready? Start. After1minute,say“stop.”•Record the number of words read and number of errors. Erase and be ready to switch roles. Repeattiming

for other partner.•Now that you have both read, calculate your number of words read correctly by subtracting errors from

words read. Then add a bar to your graph and shade it in.







Read



Sample 1 36 4 32

Words

1 2 3 4 5


Read



1 2 3 4 5

Phrases (4+ words)

Read



1 2 3 4 5

Sentences

Read



1 2 3 4 5

Passages

Read



1 2 3 4 5

Kit and Her White Kite

Kit likes to fly her

of rags on her kite to help it fly. She has twine on the kite so it will not fly away.

She grabs the twine with her hand.

Kit sits still by the side of Lake Pike to fly her kite. Kit sits on a tire while the

sun shines fl

time while the kite is up, up, up!

Then, the sun gets

and shakes in the wind. The twine on her kite gets twisted in a pine. Whack! The

kite with the red stripe gets stuck in the pine. The strips of rags flap in the gusts of

wind. The kite is stuck on its side in the pine.

er kite. Kit and Ike get the kite out of the pine.

The kite with the wide red stripe did not rip. Kit and Ike fix the twine on the kite.

The strips of rags are still on the kite. Kit strives to fly her kite again.

You are quite

As he grabs the twine, quit. I like to fly the white

kite with the wide

Kit thinks that life with a white kite and a chum like Ike is quite fine!

5-‐2-‐3, p. 1



1. Use the key details from the passage to describe the main characters.2.UsethekeydetailsfromthepassagetodescribehowKitrespondstoherkitegetting

stuck in the pine.3. Use the key details from the passage to describe how ike responds to helping Kit get

the kite out of the pine.

GOaL Students accurately and fluently read pattern and contrast words in a text.


PASSAGE 1Passage Words

Additional Pattern Words

Contrast Words

Contrast Pairs

1. bike bit bike/bit2. fine fin fine/fin3. life lick like/lick4. like mill mile/mill5. mile pin pine/pin6. pine pip pipe/pip7. pipe rid ride/rid8. ride Sid side/Sid9. side

10. size11. time12. tire

NOTE: Words in shaded boxes above are the words on the 20 word cards for each passage.

PASSAGE 2Passage Words

Additional Pattern Words

Contrast Words

Contrast Pairs

1. dime dim dime/dim2. dine din dine/din3. drive hick hike/hick4. five nip nine/nip5. hike rip ripe/rip6. lime slid slide/slid7. nine whiff whine/whiff8. ripe win wife/win9. slide

10. stride11. whine12. wife

PASSAGE 3 (“cold read” words)dive shine whileike stripe widekite strivepike twine

PSEUDOWORDS(no cards)

bripechibechineclifecrifedipedridefidegrikemidemipepriterike

shipesibesimeslinestrinetife

vimewhive

NOTE: Words in shaded boxes above are the words on the 20 word cards for each passage.

Word ListsSkill 5.2: Long Vowel Silent-e, Long i


19

Documents

Basic Skills Phonics - 95 Percent Group