I Scream For Ice Cream!


Beginning Reading

Natalie Brock

 

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

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