Phonics

LESSON 44 VCe Long /i/

• The VCe long /i/ category of phonetic elements includes the i-consonant-e arrangement,
as in hike, spice, and tribe.
This lesson is divided into two sections. Section 1 is the core lesson, which can be used with most students
in a whole-class or small-group setting. The core lesson is designed to introduce, model, and practice the
phonetic element taught. Section 2 consists of optional activities designed to reinforce the element taught
in the core lesson. These optional activities work well for small-group and individual instruction.

TEACHER MATERIALS WORKSHEETS DECODABLE BOOK

VCe picture cards Practice sheet The Nice Mice
VCe word cards Workmats
Short vowel word cards
Word-family cards
Letter cards
Index cards
Paper
Bingo cards and place markers

SECTION 1
Student Objectives
• Introduce VCe long /i/ • Practice decoding
• Blend VCe long /i/ words • Introduce new high-frequency words: every, far, pick
• Blend onset and rime • Read the decodable book
• Sort words
Introduce VCe Long /i/
Materials: VCe picture cards
• Show students the VCe picture card for slide. Ask them to name the picture and tell
you the vowel sound heard in the word. Tell students that when an e is placed at the
end of a vowel-consonant ending, the first vowel makes a long sound. Have students
say the VCe long /i/ ending in slide with you (ide). Cover the e at the end of the word.
Tell students that when the ending e is taken away, the first vowel makes a short sound.
Have students say the word aloud (slid).
• Show students the VCe picture card for pine. Ask them to name the picture and tell
you the vowel sound they hear in the word. Cover the e at the end of the word. Have
students say the word aloud (pin). Cite examples of words that use VCe long /i/ (file,
five, glide, strike, time).
• Show students the VCe picture cards one by one. Have them name each picture and
isolate the vowel sound within each word.

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 Phonics
LESSON 44 VCe Long /i/ continued
Blend VCe Long /i/ Words
Materials: Workmats, letter cards

NOTE: If students have mastered individual sound/symbol relationships, you may

want to skip this section and go directly to Blend Onset and Rime.

• Write the word hid on the board. Run your finger under the letters as you blend the
sounds in hide. Next, add an e to the end of the word. Point out the VCe ending and
ask students to blend the letters together to make the long /i/ word.
• Repeat the blending activity with the words dime, kite, ride, ripe, and pine. Take one word
at a time. When students have blended the words, ask volunteers to come up and circle
the VCe combination in each word. Have a volunteer point to each VCe combination as
the rest of the group says the sound.
• If students need more work with blending words, give them the letter workmat and the
letter cards to blend the words above. Have students line up the card for each sound in
each word under the boxes on their workmat. Model how to push up each sound into
the boxes on the workmat and blend the sounds to make each VCe word. Have students
push up and sound out the letters of each word in order on their workmat. Have them
cover the ending e and say each word to differentiate between the long and short /i/
vowel sounds.

Blend Onset and Rime

Materials: Letter cards, word-family cards
• Tell students they are going to practice reading words with VCe long /i/. Model using
the letter and word-family cards.
1 Place the ice word-family card in a pocket chart or along the ledge of a chalkboard.
Remind students that this is the ice word family. Place the n letter card in front of ice.
Have students listen while you model sounding out the word by blending the sound
in the onset with the sounds in the rime: n/ice. Have students repeat.
2 Replace the n card with the r card. Repeat the process with the new word.
3 Take out the cards and replace the ice card with the ide card. Have students name the
new word family. Place the r letter card in front of ide. Have students listen while you
model sounding out the word by blending the sound in the onset with the sounds in
the rime: r/ide. Have students repeat.
4 Replace the r card with the t card. Repeat the process with the new word.
5 Take out the cards and replace the ide card with the ike card. Have students name the
new word family. Place the b letter card in front of ike. Have students listen while you
model sounding out the word by blending the sound in the onset with the sounds in
the rime: b/ike. Have students repeat.
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 Phonics
LESSON 44 VCe Long /i/ continued
6 Replace the b card with the l card. Repeat the process with the new word.
7 Take out the cards and replace the ike card with the ine card. Have students name the
new word family. Place the l letter card in front of ine. Have students listen while you
model sounding out the word by blending the sound in the onset with the sounds in
the rime: l/ine. Have students repeat.
8 Replace the l card with the m card. Repeat the process with the new word.
9 Take out the cards and replace the ine card with the ive card. Have students name the
new word family. Place the l letter card in front of ive. Have students listen while you
model sounding out the word by blending the sound in the onset with the sounds in
the rime: l/ive. Have students repeat.
0 Replace the l card with the dr card. Repeat the process with the new word.
Sort Words
Materials: Index cards, VCe word cards, short vowel word cards, word-family cards
• Write the words short /i/ vowel and VCe long /i/ on index cards and place them on the
top row of a pocket chart or along the ledge of a chalkboard. Ask volunteers to come up
one at a time, select a word card, say the word, and place it under the correct category.
Continue until all the word cards are placed correctly. Once all the words have been
sorted, have students read aloud the words under each category.

Practice Decoding
Materials: Decodable book The Nice Mice, practice sheet
• For students who seem to have a grasp of decoding VCe long /i/ words and previously
taught decodable and high-frequency words, provide extra practice with the text by
allowing them to independently read:
the practice sheet
the decodable book The Nice Mice
• Some students may benefit from having the decodable book introduced and pre-taught
before they read the book. Strategies might include introducing and practicing
high-frequency words used in the book, teaching special word structures, and doing
a book walk.

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 Phonics
LESSON 44 VCe Long /i/ continued
Introduce New High-Frequency Words: every, far, pick
• Tell students they are going to learn three new words that they need to be able to
recognize and read quickly. Write the words every, far, and pick on the board, and read
them as you point to each word. Then have students read each word with you.
• Have students write the word every in the air with their finger as you spell it out loud
with them, pointing to each letter on the board as you say the letter name. Repeat the
process with the words far and pick.
• Use each of the high-frequency words in a sentence. Have students make up their own
sentences using the words. You might want to challenge them to make up a sentence
that uses more than one of the words.

Read the Decodable Book

Materials: Decodable book The Nice Mice

NOTE: See the “Elements Used in This Book” section, found at the start of the
decodable book, for a list of words and skills covered in the book. Pre-teach these
elements as necessary.

• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Ask students what they see in the picture and what they think
the story might be about. Ask a student to point to the VCe long /i/ combination in the
words Nice and Mice.
• Give students a copy of the book. Have them preview the pictures and predict the story.
When they get to page 9, ask why they think the mice are doing so much work.
• Have students read the book. You may want them to whisper read so you can monitor
their progress. When they have finished reading, take time to discuss the book and check
for understanding. Ask students what caused the mice to pick the limes and to tell the
effect of picking so many limes.

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 Phonics
LESSON 44 VCe Long /i/ continued

SECTION 2 Optional Lesson Activities (for students who need additional practice)

Student Objectives
• Blend VCe long /i/ words
• Blend onset and rime
• Manipulate onset and rime
• Spell and write VCe long /i/ words
• Complete learning center activities

Blend VCe Long /i/ Words

Materials: Workmats, letter cards
• Give students the letter workmat and the letter cards. Say the word bide and have
students listen for the sounds in the word. Ask students to select the letter cards they
need to spell bide. Provide help as needed. Have students line up the card for each
sound under the boxes on their workmat. Ask them to blend each sound as they push
the letters into the boxes. Then have them say the word bide aloud.
• Ask students what letter they would need to cover to make the word bid. If any students
cover the incorrect letter, remind them about the VCe long /i/ combination and ask them
to try again. Repeat with the words bite, fine, ripe, and lime.

Blend Onset and Rime

Materials: Workmats, letter cards, word-family cards
• Give students the onset/rime workmat, the letter cards, and the word-family cards. Say
the word rice. Ask students what rime they hear at the end of the word. Have students
place the ice word-family card in the box on the right of their workmat. Ask them what
vowel sound they hear in this word family. Have students identify the onset they need to
put at the beginning of ice to make the word rice. Have them place the r card in the box
on the left. Write the same word on the board. Have students check their spelling of the
word on their workmat with the word on the board. Then have them blend the sound in
the onset with the sounds in the rime.
• Say the words nice, ride, bike, line, live, tide, like, mine, and drive one at a time and have
students use the letter and word-family cards to spell the words on their workmat. Have
them blend the onset and rime as they make each word. Write each word on the board
as students finish making the word on their workmat. Have students check their spelling
of each word with the word on the board.
• Once all of the words have been made, have students read the words on the board.
You can extend the activity by having students make their own words on their workmat.

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 Phonics
LESSON 44 VCe Long /i/ continued
Manipulate Onset and Rime
Materials: Workmats, letter cards, word-family cards
• Use the onset/rime workmat, the letter cards, and the word-family cards to make new
words. Start with the ibe word-family card in the final position on the workmat and have
students substitute the letter cards in the initial position to make new words.
• Repeat the previous activity with the ice, ide, ike, ime, ine, ipe, and ive word-family cards.
Have students substitute the letter cards to make new words.

Spell and Write VCe Long /i/ Words

• Dictate several VCe long /i/ words and have students write or spell them (bike, hike, lime,
nine, tire, wide).
• Dictate simple sentences for students to write.
I like to hike up hills.
He put a new tire on his bike.
She has nine limes in the bag.
The lane is wide.

Learning Center Activities

Materials: Bingo cards, place markers, VCe word cards, short vowel word cards, paper,
letter cards, word-family cards
• Give each student a blank Bingo card. Have them write VCe long /i/ words and short /i/
words from the word cards on their Bingo card. Place the word cards face down. Have
students take turns drawing a word and saying it aloud. Have them put a place marker
on their card if they find a word that matches the one read. Continue playing until a
student has marked three words in a row on his/her card.
• Have students choose four to six VCe long /i/ words and use them to create a story about
an adventure the mice have while riding their bikes.
• Laminate a set of letter cards and a set of word-family cards, and place them face down
into two piles in the center of the table. Have students take turns drawing one letter card
(onset) and one word-family card (rime), and blending the sounds of the onset and rime
together. Return the cards to the bottom of the pile after each turn.

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 Phonics
PICTURE CARDS Set 1 Phonics Lesson 44: VCe Long /i/
#

dice bride

vine mice

slice slide
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 Phonics
PICTURE CARDS Set 2 Phonics Lesson 44: VCe Long /i/
#

pine stripe

dive smile

pipe hive
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 Phonics
WORD CARDS VCe Phonics Lesson 44: VCe Long /i/
#

hide ride

dime spine

ripe kite

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 Phonics
WORD CARDS Short Vowels Phonics Lesson 44: VCe Long /i/
#

hid rid

dim spin

rip kit

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 Phonics
WORD-FAMILY CARDS Phonics Lesson 44: VCe Long /i/
#

ibe ice

ide ike

ive ime

ine ipe
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 Phonics
LETTER CARDS Phonics Lesson 44: VCe Long /i/
#

b t m d

dr f r l

n i k p

h
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 Phonics
BINGO CARD Phonics Lesson 44: VCe Long /i/

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 Phonics
PRACTICE SHEET Phonics Lesson 44: VCe Long /i/

1 Spike • dine • bikes • limes

New
words ripe • fine • twice • hired
2 places • asked • hope • slope
Reviewed
words drink • left • must • make
3 every • far • pick
New
h-f words

made • they • were

4 like • more • said
Reviewed
h-f words
from • day • want
slice the limes
5 will ride bikes
Phrases

quite nice mice

They made a big pile
6 of limes.
Sentences
They biked nine miles
every day.
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 Phonics
WORKMATS Phonics Lesson 44: VCe Long /i/

Rime
Onset/Rime Workmat
Letter Workmat

Onset

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