Mr. Bolan's Lesson Designs

Rationale:  This lesson teaches children about the long vowel correspondence i_e= /I/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling i_e. They will learn a meaningful representation (Salute with one hand and say “Aye, Aye, Captain!”), 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 sailor or boat captain; cover-up critter; whiteboard or smartboard for letter manipulatives: t, r, i, k, e, s, p, c, h, d, l, p; list of spelling words on poster or whiteboard to read: strike, site, pick, chide, ice, thrice, slipe; decodable text: The Bike Ride; assessment worksheet: i_e worksheet

 

Procedures: 1.) 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 i, like trip, and today we are going to be learning about long I, and the silent e signal that makes I says its name /I/. When I say /I/, I think of a sailor saying, “Aye, Aye Captain!” and with one hand saluting [show graphic].

 

2.) 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/. When I say /I/, your mouth opens wide, and the tongue is slightly lowered. [Make vocal gesture for /I/.] There is a long /I/ in bike. Next I will look for it in back.  Hmmm, I didn’t hear /I/ say its name and my mouth didn’t open wide like it should when I say /I/. Now you try. If you hear /I/ say, “Aye, Aye Captain”. If you don’t hear /I/ say, “That’s not it.” Is it in like, wick, bun, ivy, or side? You will hear long I in more than one.  

 

3.) Say: What if I want to spell the word strike? “The boxer tried to strike the opponent as hard as he could.” Strike means to hit really hard in this sentence. To spell strike in letterboxes, first I need to know how many phonemes I have 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’s easy; I need an s. Now it gets a little tricky so I’m going to say it slowly, /s/ /t/ /r/ /I/ /k/. I think I heard /t/ so I’ll put a t right after the s. One more before the /O/, hmm . . . /s/ /t/ /r/ /I/ /k/, I think I heard growling /r/! I have one empty box now. [Point to letters in boxes when stretching out the word: /s/ /t/ /r/ I/ /k/.] The missing one is /k/. Now I’ll show you how I would read a tough word. [Display poster with thrice on the top and model reading the word.] I’m going to start with i_e; that part says /I/. Now I’m going to put the beginning letters with it: th-r-i_e, /thrI/. Now I’ll put that chunk together with the last sound, /thrI-c/. Oh, thrice, like “The ball bounced once, twice, thrice and rolled toward the pin.”

 

4.) Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ice. Ice is water that has been frozen; you probably have some in your freezer at home!. “I went to the freezer to get some ice cubes for my lemonade.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? What about silent e, did you remember to put outside the boxes? I’ll check your spelling while I walk around the room. [Observer 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 e at the end, outside the boxes. Here’s the word: site, The city chose a site to build the new playground; site. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: s-i-t-e and see if you’ve spelled it the same way. Try another with three boxes: chide, When I am naughty my parents chide me; chide. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Next word. Listen to see if this word has /I/ before you spell it: pick; I get to pick out my clothes before school; pick. Do 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? [Allow children to spell remaining words, giving sentences for each word]

 

5.) Say: Now I am going to let you read the words you’ve spelled. [Show the words strike, site, pick, chide, ice, thrice, the extra words wife and mile, and the pseudoword slipe. Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has a turn.

 

6.) 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 The Bike Ride. In this story, Nate has been visiting Tim and Jan but lately, he is not much fun.  Can Tim and Jan come up with a plan to get their friend away from the television? Let’s pair up and take turns reading The Bike Ride to find out what Tim and Jan will do. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads The Bike Ride chorally, stopping between page turns to discuss the story.]

 

7.) Before we finish up with our lesson about one way to spell /I/= i_e, I want to see how well you find the missing sounds in the worksheet. In this worksheet, we have some letters missing. Your job is to look at the picture that corresponds to the word, and decide which letters fit best to make sense of the i_e words. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]

 

Resources:

Assessment worksheet: www.galacticphonics.com/longvowels/i-e/resources/i-epictures.pdf

 

Murray, G. (2004) The Bike Ride. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

 

Lauren Carter, “Aye, Aye, Mate”: https://sites.google.com/site/ctrdlaurencarter/beginning-reading

 

Captain Picture: http://thecruiseaddict.files.wordpress.com/2013/08/capt-stuben.jpg?w=400&h=300

 

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Questions? Concerns? Email me at gjb0002@auburn.edu