/I/, /I/ Captain!!
Rationale: This lesson will teach children about the long vowel correspondence i_e=/I/. Children must learn to recognize spellings that map word pronunciation in order to be successful readers. In this lesson children will learn to recognize, spell, and read words that have the spelling i_e. The representation they will learn to go along with this is the saying, “Aye, Aye captain”, each time they see i_e the child will make a salute. Children will also spell and read words that contain this spelling in a letter box lesson and read a decodable book that focuses on the individual correspondence i_e.
Materials:
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Graphic image of pirate and matey
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cover-up critter; whiteboard
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Elkonin boxes used for modeling; individual Elkonin letter boxes for each student
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letter manipulates for each child and magnetic letters for teacher: i, e, m, f, v, d, c, p, t, g, w, h, l, s, r, k
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spelling word list on poster to be able to read: ice, mice, time, swift, twice, strike, silk, drive, dite
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decodable text Di and the Mice
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Assessment worksheet long vowel I
Procedures:
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Say: In order to become an expert reader, we have to learn the code that tells us how to pronounce words. We have already learned to read short vowels words with, like sit, and today we are going to learn about the long I and the silent e that is used to make I say its name, /I/. Every time I say /I/ I think of a pirate and all his mateys saying, “Aye, Aye captain” to him (show graphic image of pirate and mateys).
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Say: Before we learn 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 and I felt my mouth open like I when I’m going to yawn. (Make vocal gestures for /I/). I’ll show you first: hike. I heard i say its name and I felt my mouth move like when I yawn. There is a long I in bike. Let’s see if there is a long I in tip. Hmm, I didn’t hear i say its name and my mouth opened like a smile and not like a yawn. Now I want you try. Every time you hear /I/ say, “Aye, Aye captain.” If you don’t hear /I/ say, “No /I/ here!!” Is it in the word side, bag, him, fine, code, pet? (Have children make a salute when they feel /I/ say its name).
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Let’s look at the spelling of /I/ that we are going to be 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 to say I’s name. (Write i_e on a board) this blank here means that there is a consonant after i and at the of the word there is a silent e signal. What if I want to spell the word time? “It’s time to go home.” To spell time in letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count /t/ /I//m/. I need 3 boxes. Where did you hear the /I/? Good job! I heard the /I/ right before the /m/ too, that means I’m going to put an i in the second box and the silent e outside the third box. The word starts with /t/ so I know I need a t. Now I’ll show you how I would read a word. (Write dime on the board and model reading the word). I’m going to start with the i_e which says /I/. Now I’m going to put the beginning letter /d/ so now I have /d/ /I/. I’ll add the last sound /m/, /d/ /I/ /m/, oh dime like “I need one more dime to make 50 cents.”
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Say: Now I’m going to have you spell some words using letterboxes. You’ll start out easy with two boxes for the word ice. “This ice in my drink makes my drink colder.” Where does the silent e go? What about what goes in the first box? While you spell it, I’m going to walk around the room and check everyone’s spelling. (Observe each student’s progress). For the next word we are going to practice you’ll need 3 letterboxes. Remember to listen for the beginning sound to know what goes in the first box and then listen for the /I/ and remember where the silent e will go. Are you ready for your next word? I know you can do it! The next word is mice. The mice ran across the floor and scared everyone. (Allow the students to spell all the remaining words, give sentence with each word: time, swift, twice, while, and strike).
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Say: Now I am going to let you read the words that you all have just spelled using letterboxes. (Show the words ice, mice, time, swift, twice, while, strike, the extra words silk and drive, and the pseudoword dite. Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.)
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Say: Everyone has done an awesome job reading and reading words with our new spelling /I/: i_e. Now we are going to read the book called Kite Day at Pine Lake. It is a kite day at Pine Lake, and everyone is having so much fun flying their kites. Everyone except Bob. Bob doesn’t have a kite and is feely left out. Will Bob cheer up and enjoy the rest of his day? Let’s all pair and find out. (Children get in pairs and take turns reading pages. Teacher walks around monitoring the progress of the students. After the paired reading the whole class comes together and the teacher reads the book, discussing the pages as she finishes a page.)
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Say: What a fun story that was! Did Di end up sharing her lunch? You are right, she did end up sharing her peas, rice, and pie with the mice! Before we finish our lesson about /I/=i_e, I want to see how you can solve a reading problem. The worksheet I’m going to pass out has some words that are missing for it. I want you to look in the box where the other words are and decide which i_e word best fits in the space. Make sure you reread your answer choice to see if it makes sense in the sentence. (Check each child’s worksheet to see how well they developed the concept i_e=/I/.)
References:
Cushman, Sheila, et al. Kite Day at Pine Lake. Educational Insights, 1990.
Oh, I didn’t know! By: Geri Murray https://auburn.instructure.com/courses/1359716/pages/lesson-design-materials
Fly High, Long I by: Kelsey Clark https://klc0063.wixsite.com/kelseyclark/beginning-reading-1
/I/, /I/ Captain! By: Caroline Colley https://mcc0052.wixsite.com/mysite/beginning-reading
Assessment Worksheet:
https://www.education.com/worksheet/article/learning-long-vowels-i-words/
