4th-5th Grade Level 5 Sort It /i_e/ & Texts PDF

streamlined instruction

accelerated achievement

Advanced Phonics

Fourth to Fifth Grade
The /i_e/ Sound

The /i_e/ Sound
Switch It & Sort It

Switch It word list: spint spunt sprunt sprund sprend sprond strond strod stod slod slad slaf slif slift plift pleft spleft
Directions: Play the game as you have done previously, using nonsense words; be ready for the challenge of pronouncing the words!

Assume that the vowels sounds are the “short” sounds: /ă/, /ĕ/, /ĭ/, /ŏ/, or /ŭ/.

Sort It: “Let’s read some words that have the /i_e/ sound.

Can you say
/i_e—/? Let’s read the key sentence for the /i_e/ sound.”
Play Sort It as in previous pages.

i_e
I like

y
to try

igh
the right

ie
pie.

Letter-Sound Cards: a e i o u d f l n p r s t

i
to find

Key Sentence:

I like to try to
find the right pie.
1

Sort It list
dioxide
fiber
trial
slight
satisfy
ideal
lightning classified
prize
diet
file
identify
occupied
environmental

The /i_e/ Sound

Many old nursery rhymes and fairy tales are actually kind of scary! Previous generations have raised
children differently from our current culture. Consider this old nursery rhyme, “Three Blind Mice.” Is it like
something you might typically hear in children’s books today? For instance, would you see it on kids’ PBS?
Read it and see for yourself!

Three Blind Mice

Three blind mice,
Three blind mice,
See how they run!
See how they run!
They all ran after the
farmer’s wife,
Who cut off their tails with a carving knife,
Did you ever see such a sight in your life,
As three blind mice?
Search for the /i_e/ sound and draw a diamond over
each /i_e/ word. Then sort each word into the columns below.

i_e
I like

y
to try

i
to find

igh
the right

ie
pie.

Multi-Syllable Read It

Directions: Support your student to read these words that have more than
one chunk. Also check to ensure she understands their meanings. Recall the steps of the Blend As
You Read-by Chunks method:

1. Ask your student to read these words that have more than one chunk.

2. Then the student reads the second chunk (i.e., “a”).

3. Next, she blends the two chunks together and reads the third chunk (i.e., “dia–“…gram”).

4. Finally, she should hear a word that makes sense when blended together (i.e., “diagram!”).

1�� Chunk

2 n� Chunk

3r� Chunk

diagram
outline
arrow
invite
prime
poverty
extreme
vital
formation
mighty
reminded
After you read & write these words, search for the /i_e/ sound spellings. Point to where they belong on a Sort It sheet.
© 2016 Reading Simplified

Make the Connection
The /i_e/ Sound

The following phrases are famous idioms, or common expressions, with an unexpected meaning.
Read them and ask your mentor what they mean. Finally, draw a line to connect each idiom with
a picture that matches it.

A dog’s life
An impossible pose

Rise and shine!
When pigs fly!
Don’t cry over
spilled milk.
A stitch in time
saves nine.
© 2016 Reading Simplified

The /i_e/ Sound

Star Light, Star Bright
Star light, star bright,
First star I see tonight,
I wish I may,
I wish I might,
Have a wish I wish tonight.
Search for the /i_e/ sound. Then sort each word into the columns below.

i_e
I like

y
to try

i
to find

igh
the right

ie
pie.

Reviewing

The /i_e/ Sound
Ask your student if she remembers the key sentences for the sounds you have studied

Write It together: /oa/? /ee/? /ay/? Can she write them here? By briefly reviewing these

sentences and the relevant spellings every week, she is much more likely to store the phonics information
rapidly and easily.

The www.starfall.com booklet, “sky ride,”
could be good to read now. Also, “Georges
Seurat” has some /i_e/ sound words as well.

The /i_e/ Sound

The Island
by Laurie Newell

My eyes open and I see the sky. The night is nearly over. It
is almost light. I arrived on an island by myself—completely
alone.

Why am I here?
How much time has passed? I actually cannot remem ber the
details.
Then I remem ber: My boat sank. I
had to swim in the ocean. I swam
and floated on a board a long time, but finally, I got to the
island. I suppose I am the only one who remains. I listen to
the silence and press the fear back down.
© 2016 Reading Simplified

continued…

I am still tired, but I decide to get up. The sand is fine and
white for miles and miles. The beach is simply beautiful but it
is hardly what I want to see right now.
Instead, I write in the sand as big as I can:

I don’t know the size of the island. Is the island wild or are
there people here? Should I try walking to the other side?
The sun is bright, heating both the sand and my
feet. I realize that my throat is dry. I need to
try to find water.
I have an idea. I climb high into a tree. I cannot
see the other side of the island, but I can see a tiny stream
in the green valley below. I climb down and get water.
I must eat, but I have no supplies. Good thing I know a little
about biology. I search for wildlife. Then I dig and dig to find

continued…

some clams in the sand. I make a fire and
roast the clams. I try them and like them!
It’s not fine dining, and I do not
care about the lack of variety.
A plane is in sight! It flies closer and then
directly over me. This is my opportunity!
Maybe the pilot will notice me. Will he see what I wrote in
the sand? I race toward it and wave my hands. The plane
is flying right by! I cannot believe it! I try not to cry.

What if I never escape this island?
But wait!
The plane is flying back. It is flying low. It is
a sign that the pilot has seen me! I smile and
am suddenly happy. Finally, I know I will be
safe!

Sort It
The /i_e/ Sound

Directions: Use this /i_e/ Sort It page to record as many of the /i_e/ sound spellings from
“The Island” as you have time for.

Key Sentence:

I like to try to find the right pie.

i_e
I like

y
to try

ie
pie.
igh
the right

i
to find