Miss Stone's Reading Lessons

 

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 (A pirate saluting and going “Aye, Aye”, 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 pirate; cover-up critter; whiteboard or smartboard, Elkonin boxes for modeling and individual Elkonin boxes for each student; letter manipulatives for each child and magnetic or smartboard letters for teacher: i, r, e, d, v, t, c, k, b, s, p; list of spelling words on poster or whiteboard to read: ire, dive, tide, tick, tribe, stripe; decodable text: Nate’s Bike Ride, and assessment 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 with i, like rip, 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 of our friend Jake the Neverland Pirate going “Aye, Aye”! [show graphic image].

 

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/ and my mouth opens and my tongue clicks while I breath out /I/, imagine you are about to take a bite out of something. [Make vocal gesture for /I/.] I’ll show you first: mine. I heard i say its name and I opened my mouth to take a bite [outline open mouth]. There is a long i in mine. Now I’m going to see if it’s in yours. Hmm, I didn’t hear i say its name and my mouth didn’t open to take a bite. Now you try. If you hear /I/ say, “Aye Aye.” If you don’t hear /I/ say, “That’s not it.” Is it in fire, tent, camp, park, hike, pine? [Have children outline their mouth when they hear /I/ say its name.] Aye, Aye?

 

3. Say: Now let’s look at the spelling of /I/ that we’ll learn 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 the board.] This blank line here means there is a consonant after i, and at the end of the word there is a little silent e signal. What if I want to spell the word strike? “If I strike at the ball I might hit a homerun”. Strike means hit 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 /I/, hmm . . . /s//t//r//I//k/, I think I heard growling /r/ so I need an 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/ = k.

 

4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ire. Ire is when we become angry or mad, “Ben was ire after I lied to him”. 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 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: dive, He will dive into the pool; dive. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: d – i – v – e and see if you’ve spelled it the same way. Try another with three boxes: tide; the tide is highest at night because of the moon [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/ in it before you spell it: tick; The tick latched onto its food. 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 4 phonemes: tribe; the tribe lived in small tents and hunted buffalos. One more then we’re done with spelling, and this time you need five boxes: stripe; the tiger has a stripe that goes from his tail to his head. Remember to stretch it out to get this tough word.

 

5. 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 stripe 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//t/ = /st/ + /r/ = /str/. Now I’m going to blend that with /I/ = /strI/. Now all I need is the end, /p/ = /strIp/. Stripe; 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.] s t r i p e

 

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 Nate’s Bike Ride. Nate and Tim are exceptionally bored on an exceptionally boring day. Tim is sick of watching TV and tells Nate it is time for them to do something fun! He suggests a hike or a bike ride to which a very lazy Nate says, “No thanks!”. But Tim won’t settle for laziness and decides to devise a way to make a super fun day for Nate! How will he do this? Will it work out? Let’s read and see! [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 Nate’s Bike Ride aloud together, and stops between page turns to discuss the plot.]

 

7. Say: That was a fun story. How did Tim get Nate to come outside? Right, he let him play with his kite and ride his new bike. What did Nate say when Tim mentioned camping? Right, he wanted to bring a tv, he sure can be lazy! 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, we have different descriptive stories and a question about what the object they are talking about is. Your job is to look in the box with the story, and decide which i_e word fits best to make sense of this short story. First try reading all the words in the box, then choose the word that answers the question. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]

 

 

Resources:

Dunn, Morgan. http://lmd0015.wix.com/literacy-designs#!resume/c46c

 

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

 

Assessment worksheet: http://www.funfonix.com/worksheets/book3_page17.php