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Beginning Reading Design

By: Julie Clark

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It smells like pie!!

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Rationale: This lesson teacher children about the long vowel correspondence i_e=/I/. In order for children to be able to read, they must learn to recognize the spellings that map word pronunciations. In this lesson, children will learn to recognize spellings and read words that have the spelling i_e in them. They will learn meaningful representation (something smells the pie), 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:

-cover-up critter

-whiteboard or smartboard

-letterboxes for modeling

letter manipulatives

-magnetic or smartboard letter for teacher: b, c, d, e, I, k, m, n, p, r, s, t

-list of spelling words on poster or whiteboard to read:ice, kite, sick, strike, bike, bride

-decodable text: The Bike Ride

-assessment worksheet – cut and paste i-e words

 

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 our short vowel words with i, like pig, and today we are going to learn to read long I and the silent e signal that is used to make I its name, /I/. When I say /I/, I think of the smell of pie (point to animated image at top of page).

 

 

  1. Say: Before we learn the spelling of /I/, we need to list for it in some words. Here is a good tickler tale for you to practice the /I/ sound: “Ivan likes kites and ice cream.” When I listen for /I/ in words, I hear i says the name /I/ and my mouth opens like I am getting ready to take a bite of something (like pie) (make a vocal gestures with the letter /I/. I’ll show you first: kite. I heard the i say its name and I felt my mouth open, like I was about to take a bite. Now, I’m going to see if it’s in home. Well, I didn’t hear i say its name in home and I didn’t have to open my mouth very much. Now you try it. If you hear the /I/ say, “It smells like pie!” If you don’t hear the /I/ say, “That’s not it”. Is it in bike, dog, pain, pet, pug? (Have the children point to their nose if they feel the /I/ say its name).

 

  1. Say: Now let’s look at the spelling of /I/ that we will learn today. One way to spell /I/ is with the letter i and 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 the i, and at the end of the word there is a little silent e signal. What if I spelled the word strike? “At the baseball game, the batter had three strikes out.” Strike refer to the baseball player not hitting the ball or swinging early and then not getting his turn anymore in the sentence. To spell strike in letterboxes, first I need to know how many phonemes are in the word so I have to stretch it out and count: /s/ /t/ /r/ /I/ /k/. I need 5 letterboxes. I heard the /I/ just before the /k/, so I will put the i in the 4th box and the silent e goes outside of the box. The word starts with an /s/, so I need to put an s in the first letterbox. Now it gets a little confusing so I will say it slowly, /s/ /t/ /r/ /I/ /k/. I think I heard the /t/ so I’ll put the t right after the s. One more before the /I/, I think I heard the /r/ growl, so ill put an r. I have one box left. What am I missing? /s/ /t/ /r/ /I/ /k/. Oh, the k, because k=/k/.

 

  1. Say: Now I’m going to have you spell some words in letterboxes. You will start out easy with two boxes for ice. “Ice cubes are cold!” What should go in the first box? (Respond to the child’s answers). What goes in the second box? What about the silent e, did you remember to put in on the outside of the letterboxes? I’ll check you spelling with I walk out of 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 the /I/, and don’t forget to put the signal silent e at the end on the outside of the boxes. Here is a word: bike, like I ride my bike. (Allow child to spell the words). Time to check you work. Watch how I spell it in my letterboxes on the board: b-i-k-e and see if you have spelled it the same way. Try another one with three boxes: kite, My kite fly’s high. (Have a volunteer spell it in the letterboxes on the front board for the children to check their work.) Next word. Listen to see if this word has /I/ in it before you spell it: sick, Like I am sick. Did you need the silent e? Why not? Right, because we don’t hear the /I/ sound in sick. (Have a volunteer spell it at the front board.) Did you remember to spell the /k/ sound with a ck? Now let’s try a 4 phoneme: bride, the bride has a pretty dress. One more then we are done spelling. We will need 5 letterboxes for this one, strike; the baseball player has one strike left. Remember to stretch out the tough words.

 

  1. Say: Now I am going to let you read the words you have spelled, but first I’ll show you how I would read a tough word. (Display the poster with strike on the top and model reading the word.) First I see that there is a silent e at the end; that is my signal that my vowel will say its name. There’s the vowel i. It must say /I/. Im going to use a cover up critter to get to the first part. (Uncover and blend the sequence before the vowel, then blend with the vowel.) /s/ /t/ = /st/ + /r/ = /str/. Now I am going to blend that with /I/=/strI/. Now all we need is the ending, /k/=/strIk/. Strike, that’s it. Now it’s your turn, everyone together. (Have the children read words in unison. After that, call on individuals to read one word on the list until everyone has had a turn.)

 

  1. Say: You have done a great job and reading words with our new spelling for /I/=i_e. Now, we are going to read The Bike Ride. This is a story of a boy named Nate who has friends named Tim and Jan. Nate figures out that they are not that fun. Can Tim and Jan find a way for Nate to not play on the TV anymore? (Children can pair up and take turns reading alternate pages each while the teacher walks around to check progress. After individual paired reading, the class rereads The Bike Ride out loud together, and stops between pages to talk about what is happening.)

 

  1. Say: That was such a good story! What got Nate’s mind off the television? Great listening, they took him for a bike ride. What did Nate carry on his bike? Yes, a kite is right. Before we finish up with our lesson on /I/=i_e, I want to see how you can solve a reading problem. On the worksheet, we have some pictures missing from their words. It is your job to cut and paste the pictures to the right word, and decide what spelling goes with each picture using i_e. First try reading the words, then try putting them with the pictures. Reread you answers when you are finished. (Collect worksheets to evaluate individual child progress.)

 

 

Resources:

 

Rogers, Ash. See with Clear Eyes with Long I. https://sites.google.com/view/ashrogerslessondesigns/beginning-reading?authuser=0

 

Murray, Bruce. (2017) The Bike Ride. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

 

Assessment Worksheet: https://www.themeasuredmom.com/wp-content/uploads/2015/12/i-ewkshtpack.pdf

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Return to Horizons Website

http://www.auburn.edu/academic/education/reading_genie/horizons.html

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