Rationale: 

This lesson teaches children about the long vowel correspondence i_e = /I/. For children to be able to read, they must learn to recognize the spellings that map word pronunciations. This lesson will allow children to learn to recognize, spell, and read words containing the spelling i_e. To make the spelling more meaningful, children will learn a representation of a pirate saying “aye aye captain!!” Children will spell words containing this spelling in a Letterbox Lesson and read a decodable book that focuses on the correspondence i_e = /I/. 

 

Materials:

1. Graphic image of “Aye aye captain!” 

2. Cover up critter

3. White board 

4. Letterboxes for modeling on board

5. Letterboxes for each individual student

6. Magnetic letter manipulatives for teacher

7. Letter manipulatives for student 

Letters needed: m, i, n, e, b, t, s, c, k, p, r

1. List of spelling words on poster or whiteboard to read: line, mine, bite, sick, price, stripe

2. Decodable text: Nate’s Bike Ride for each student http://wp.auburn.edu/rdggenie/ 

3. Assessment worksheet for each student https://www.pinterest.com/pin/241294492514280436/ 

 

Procedures:

1. Say: For us to become expert readers, we must learn the code that tells us how to pronounce words! We have already learned the short vowel i=/i/ and we know how to read words with icky i, like tip. Today we are going to learn about long I! Words with long I have a silent e that makes I say its name! When I say /I/, I think of a pirate saying “AYE AYE CAPTAIN!” [Show graphic image of pirate]

2. Say: Before we learn about the spelling of /I/, let’s listen for it in some words! When I listen for /I/ in words, I hear I say its name of /I/. When I say I saying its name, /I/, my mouth opens and my tongue is slightly down. [Make vocal gestures for /I/.] I’ll show you with the word kite. “K-i-t-e.” I heard i say its name and I felt my mouth open with my tongue staying down! There is a long I in kite! Now I’m going to see if there is a long I in kitten. “K-i-tt-e-n.” Hmmm, I did not hear i say its name and I did not feel my mouth open. Now you try! If you hear /I/, say “aye aye captain!” If you don’t hear it, say “no, that’s not it!”  Is /I/ in ride, pig, rain, bite, slide, lid? [Have children point to their chin moving down when their mouth opens when they feel /I/ say its name.]

3. Say: Now let’s look at the spelling of /I/ that we are going to learn! One way we can spell /I/ is with the letter i and a signal, silent e at the end of a word. This tells me to say I’s name when saying the word! [Write i_e on the board.] The blank like means that there is a consonant after the i and at the end of the word there is a silent e. What if I want to spell the word line? “There is a line outside of the bathroom.” Line in this sentence means that there are many people waiting. To spell line in letterboxes, first I need to know how many phonemes are in the word. I need to stretch it out and count the phonemes: /l/ /I/ /n/. I need 3 boxes. I heard /I/ right before the /n/ so I am going to put an i in the 2nd box and the silent e signal outside the last box since we know it makes I say its name. The word starts with /l/, so we need an l. Now it can get a little tricky, so I’m going to stay it slowly, /l/ /I/ /n/. I heard a n, so I am going to put a n right after the i.  [Point to letters in boxes when stretching out the word: /l/ /I/ /n/.]

4. Say: Now you are going to spell some words in letterboxes! You will start with an easy word, like ice, and will need 2 boxes! Ice is what water makes when it freezes! What goes 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 in your letterboxes while I walk around the room. [Observe children’s progress.] You’ll need three letterboxes for the next word! Listen for the beginning sound that goes in the first box and then listen for /I/. Don’t forget to put the silent e signal at the end outside of the boxes! Here’s your word: mine, That backpack is mine; mine. [Allow children to spell words.] Let’s check your work! Watch how I spell it in my letterboxes on the board: m-i-n-e. Check your letterboxes and see if you spelled it the same way. I want you to try another word with three boxes: bite, I took a bite out of my hamburger. [Allow students time to spell the word. Then have a volunteer spell it in the letterboxes on the board for children to check their words. Repeat for each new word.] Here’s your next word: sick, I hope you are not getting sick! Listen closely to see if the word has /I/ in it before you spell it. Did you need a silent e? Why not? [Listen for student answers.] Good job! We don’t hear i say its name! We spell sick with the short vowel i. [Volunteer spells the word on the board.] Did you remember to spell /k/ with a ck? [Listen for student answers.] Good job! Now let’s try words with 4 phonemes! The next word is: price, The price of that shirt is $10. Last word and this time you need five boxes! The word is stripe, The stripe on that zebra is huge! Remember to stretch out this word since it’s a tough one! [Observe children’s progress.] Great Job!!

5. Say: You did such a good job spelling words with our “aye aye captain” long i!! Now you are going to read the words that you spelled. First, I am going to show you how I read a tricky word. [Display poster with stripe on it and model reading the word.] When I see this word, I see the silent e at the end which means that our vowel will say its name! I see the vowel i so it is going to say /I/. I am going to use a cover-up to figure out the first part of the word. [Uncover and blend sequential before the vowel, and then blend with the vowel.] /s/ /t/ = /st/ + /r/ = /str/. Now I am going to with /I/ = /strI/. Then all we need is the end, /p/= /strIpe/! Stripe! Now it’s your turn! Let’s all say it together! [Have children read words in unison. Afterward, call on individuals to read one word on the list until everyone has had a turn.]

6. Say: You have done such a great job spelling and reading words with our new spelling for /I/: i_e. Now we are going to read a book! The book is called Nate’s Bike Ride. The story is about a boy named Nate who is not much fun! Can his friends Tim and Jan get him away from the T.V. and ride bikes with them? Let’s pair up and take turns reading our story to see if Tim and Jan can get Nate to ride his bike! [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 such a fun story! How did Tim and Jan trick Nate into coming outside and riding bikes? Yes! By attaching a kite to them to keep it in the sky while they ride. Did Nate enjoy his bike ride? Yes, he did! Before we finish our lesson today about a way to spell /I/=i_e, I want you to solve a reading problem. On this worksheet, there are words from the sentences missing. I want you to look at the word choices at the top of the page, and decide which i_e word fits the sentence. First, try reading all of the words in the box, then choose the word that fits best. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]

 

Resources:

Lillie Brooke’s Beginning Lesson Design:

https://leb00796.wixsite.com/my-site-2/beginning-reading 

Murray, G. (2004) Nate’s Bike Ride. Reading Genie:

http://wp.auburn.edu/rdggenie/ 

“Aye Aye Captain” Image:

https://www.amazon.com/Captain-Little-Pirate-Composition-Notebook/dp/1720024448 

Assessment worksheet:

https://www.pinterest.com/pin/241294492514280436/