Rationale: This lesson teaches students about the long vowel correspondence i_e= /I/. In order to be able to read, students must learn to recognize the spellings that map word pronunciations. In this lesson students will learn to recognize, spell, and read words containing the spelling i_e. They will learn a meaningful representation (flying a kite), they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence i_e= /I/.
Materials:
Graphic image of a kite
Cover up critter
Whiteboard or smartboard
Letterboxes for modeling
Individual letterboxes for each students
Letter manipulatives for each child
Magnetic or smartboard letters for the teacher: i, c, e, k, t, l, b, r, d, s, p.
List of spelling words on a post card to read: ice, kite, like, brick, bride, sprite
Decodable text: Kite Day at Pine Lake
Assessment worksheet
Procedures:
Say: In order to become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with i, like, bit, and today we are going to learn about long I and the silent e signal that is used to make I say its name, /I/. When I say /I/ I think children running down a hill flying their colorful kites. (show picture)
Say: Before we learn about the spelling of /I/, we need to listen for it in some words. When I listen for /I/ in words, I hear i say its name /I/, my mouth opens like I am getting ready to yawn. (make vocal gesture for /I/). I’ll show you first: bike. I heard i say its name and I felt my mouth open, like I was about yawn. There is a long I in bike. Now I’m going to see it’s in talk. Mmm, I don’t hear i say its name and my mouth didn’t open like I’m yawning. Now it’s your turn. If you hear /I/ say, “Fly a kite!” If you don’t hear /I/ say, “It’s not there!” Is it in pine, nose, cup, strike, nice, run? (Have students point up towards the sky when they feel /I/ say its name).
s
p
r
i
t
Say: Now let’s look at the spelling of /I/ that we are learning today. One way to spell /I/ is with the letter i and a signal e at the end of the word to tell me that I says its name. (Write i_e on the board). The blank line here means there is a consonant after i, and at the end of the words there is a little silent e signal. What if I want to spell the word strike? “The baseball player only had one strike left before he was out of the game.” Strike refers to the baseball player only having one more chance to bat in the sentence. To spell strike in letterboxes, first I need to know how many phonemes are in the word so I stretch it out and count: /s//t//r//I//k/. I need 5 boxes. I heard that /I/ just before the /k/ so I’m going to put an i in the 4th box and the silent e signal outside the last box. The word starts with /s/, that’ is easy; I need an s. Now it gets a little confusing so I’m going to say it slowly, /s//t//r//I//k/. I think I heard /t/ so I’ll put the t right after the s. One more before the /I/, mmmm… /s//t//r//I//k/, I think I heard growling /r/ so I need an r. I have one empty box left. (Point to letters in boxes when stretching out the word: /s//t//r//I//k/). The missing one is /k/= k. e
Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ice. “Vanilla is my flavor of ice cream!” What should go in the box first? (Respond to the children’s answers). What goes in the second box? What about the silent e, did you remember to put it outside the boxes? I’ll check your spelling while I walk around the room. (Observe progress). You’ll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /I/ and don’t forget to put the signal silent e at the end, outside the boxes. Here’s the word: kite. My new kite is pink and green; kite. (Allow children to spell words). Time to check your work. Watch how I spell it in my letterboxes on the board: k – i – t – e and see if you’ve spelled it the same way. Try another word with three boxes: like; I like to read funny books. (Ask a volunteer to spell it on the front board. Repeat this step for each new word). Next word. Listen to see if this word has /I/ in it before you spell it: brick; some houses are made of brick while others are made of stone. Did you need a silent e? Why not? Right, because we don’t hear i say its name. We spell it with our short vowel i. [volunteer spells it on the front board.] Did you remember to spell /k/ with a ck? Now let’s try a 4 phoneme word: bride; The bride had on a beautiful dress. One more then we’re done with spelling, and this time you need five boxes: sprite; He likes to drink sprite on a hot, sunny day. Remember to stretch it out to get the tough word out.
Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. (Display poster with sprite on the top and model reading the word). First, I see there’s a silent e on the end; that’s my signal that the vowel will say its name. There’s the vowel i. It must say /I/. I’m going to use a cover-up to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel). /s//p/ = /sp/ + /r/= /spr/. Now I’m going to blend with /I/= /sprI/. Now all I need is the end, /t/ = /sprIt/. Sprite; that’s it. Now it’s your turn, everyone together. (have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn).
Say: You’ve done a great job and reading words with our new spelling for /I/: i_e. Now we are going to read a book called Kite Day at Pine Lake. It is kite day at Pine Lake. Everyone is having so much fun flying their kites. Everyone except Bob. Bob doesn’t have a kite and is sad. Will bob cheer up and enjoy the rest of his day? Let’s pair up and take turns reading Kite Day at Pine Lake to find out if Bob’s day gets any better. (Children pair up and take turns reading alternate pages each while the teacher observes the classroom progress. After the individual’s pair up, the class will reread Kite Day at Pine Lake aloud together, and stops between page turns to review the plot).
Say: That was a fun story! Did Bob have a good day at Pine Lake? Right, his friends were so nice to make him a kite so he wouldn’t be sad anymore! Before we finish up with our lesson about one way to spell /I/ = i_e, I want to see how you can solve a reading problem. On this worksheet, there are some words missing. Your job is to look in the box of word choices, and decide which i_e word fits best in each sentence. First try reading all the words in the box, then choose the word that fits best in the space. Reread your answers to see if they make sense. (Collect the worksheets to review students progress.)
Resources:
Assessment worksheet:
http://www.education.com/download/worksheet/62868/learning-long-vowels-i-words.pdf
Reference: Murray, Bruce; Reading Genie. Beginning Reading Design: Fired Up with Long I
http://ksf0004.wixsite.com/ctrd/gallery
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