I Scream For Ice
Cream!
Beginning Reading
Rationale: for
this lesson, I will be addressing the i_e = /I/ correspondence.
I am doing this because it is necessary for the student
to understand correspondences like this in order to become a
fluent, automatic, comprehensive reader. In teaching about
this unfamiliar verb correspondence, I will have supplied the
student with enough support to accomplish reading words with
this correspondence at a fluent pace.
To explicitly instruct the student on this
correspondence, I will be using a variety of materials including
visual cues, letterbox lesson, as well as a decodable book for
practice.
Materials:
Picture of Ice cream cone, whiteboard or smart board Elkonin
boxes for whole class instruction (student made Elkonin boxes
for individual students), spelling list with new words
containing i_e (ice, bite, time, fine, nice, pine, strike),
decodable text
The Nice Mice,
assessment worksheet
Procedures:
I. Say: in
order to become expert readers, we need to put a new tool in our
toolshed that will help us understand, or comprehend new words
so that we will know what they say.
Today, we are going to learn about the tool that makes
the I say its name. I
hear the I say its name in the word "Ice" like in ice cream
(show picture of ice cream cone).
One way to show the
I saying its name is like this.. (write on board i_e).
The blank space you see is there to be filled by a consonant.
Who can give me an example of a consonant? (give time for
students to come up with examples. If students are struggling, I will provide
examples).
II. Say: I hear
the I say its name in the word "Ice" like in I scream for ice
cream (show picture of ice cream cone). Now lets see if we
hear the I say its name in some other words. Do you hear the I
say its name in the word kite? what about in the word win? Lets
see, I /w/-/i/-/n/. I didn't hear the I say its name like in I
scream for Ice cream.
Now your turn! What about time and wish? Which word did
you hear the I say its name like in I scream for Ice Cream? Now
can you think of words that you hear the I say its name? (write
down different words students say on the board, if students are
struggling with this, I will begin to provide additional
examples.)
III.
Say: Now that we know how to listen for the /I/ saying
its name, lets try to spell a word that has the /I/ sound. What
if we wanted to spell the word shine? We want to drag out each
sound we hear in the word shine.
(model dragging out /sh//i//n/e).
I heard 3 different sounds so I am only going to need
four boxes. (pull up or draw Elkonin boxes and have students
pull out individual boxes.).
Now I know I heard the I say its name before the last
sound /n/ so I am going to put the i in the second box.
Now lets start with the first sound which is /sh/. Tow
letters make up this one sound.
The letters that make up with sound are s and h.
This is the same sound you hear when you tell your friend to be
quiet when you are trying to pay attention "shhhhh".
I know I am making this sound when my tongue is just
behind my top teeth and I push air out. Now our next box is
our I which we heard say its name.
So our last sound is /n/.
The letter that makes this sound is n.
Now what do we need to do to this word to make it say its
name? (give time for students response, if students struggle,
provide the answer "we need to add our silent e to help the i
say it's name!)
IV.
Now it is your turn to spell some words with an i that
says its name! (walk around the classroom while students attempt
to spell words using their personal Elkonin boxes). Remember,
for today we are learning about the i saying its name with the
help of a silent e which looks like this i_e (leave on board for
reference). Lets
start with one we have seen before today. I want you to spell
the word ice like we heard in ice cream.
How many boxes are you going to need? (you are going to
need two).
Now what do we need to do to make the I say its name?
(add the silent e).
Okay now lets try a new word bite.
In this word I hear 3 sounds so we are only going to need
3 boxes.
(continue for all
new words time, fine, nice, pine, strike).
V.
Now I am going to pull up (SMARTboard) or write down
(whiteboard) the words you just spelled. When I point to you,
I want all of you to say the word together.
(go through the entire list of words).
Now I am going to go around the room, and you are going
to each say a word on the list. (go one at a time until everyone
has had a chance to practice reading a word).
VI.
Class, you have done a great job finding the long /I/ in
these words with the silent e on the end. Now you are going to
get some extra practice by reading a fun book called
The Nice Mice.
In this book, there are two mice planning to go on a
trip.
In order to go on a trip, they need to figure out how
they will get there. They
decide to ride a bike! Do you think that is a good way to go far
and wide? Read and find out more about their trip! (students
will be paired up strategically with a higher student and a
lower student being a pair.
The students will then take turns going back and forth by
page reading The Nice Mice.
During this time, I will be walking around monitoring,
assessing and answering questions
VII. Alright,
now I have a fun worksheet for you to finish on your own.
On this worksheet, you will see pictures with a blank
underneath.
What I want for you to do is to circle to pictures whose
names have the /I/. Once
you have gone through and circled the words with the /I/, I want
you to go through and practice writing each of the words! (the
directions on the website are different than what I am planning
to do, so I would change the directions before printing the
worksheet).
Resources
Charles,
Robert.
The Nice Mice.
http://www.readinga-z.com/book/decodable.php?id=44
Assessment
Worksheet: Mike and Mick.
http://www.free-phonics-worksheets.com/html/phonics_worksheet_v1-38.html