﻿ Pirate Pete Says "Aye, Aye"

Pirate Pete Says "Aye, Aye!!"

Rationale: This lesson teaches children about the long vowel correspondence i_e=/I/. In order for children to be able to read, the must be able to recognize the spellings that map word pronunciations. I this lesson, students will learn to recognize, spell, and read words containing the spelling i_e. They will learn a meaningful representation (Pirate Pete saying "Aye, Aye!!"), they will spell and read words that contain this spelling, and they will read a decodable book that focuses on the correspondence i_e=/I/.

Materials: Graphic of a pirate saying "Aye, Aye!!"; cover up critter; whiteboard or SmartBoard Elkonin boxes for modeling; individual Elkonin boxes for each student; letter manipulatives for each student and magnetic or SmartBoard letters for teacher: c, d, e, g, i, k, m, n, n, r, s, t, v; list of spelling words on poster or whiteboard to read: strike, stripe, ice, side, mice, time, nine, strive, grim, fide; decodable text: Nate's Bike Ride; assessment worksheet: Long Vowel i

Procedure:

1. Say: In order for us to become expert decoders, we have to learn the code that tells us how we need to pronounce words. We've already learned how to read words with the short vowel i, like sip, and today we are going to be learning about long I, and the silent e signal that makes I say its name /I/. When I say /I/, I think of Pirate Pete saying "Aye, Aye!!" and giving a salute [show graphic]. 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 eat 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 silent e signal.

2. Before we learn 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 is slightly open and the tip of my tongue is touching the inside of my bottom teeth like this [make vocal gesture for /I/]. Let me show you how to do it first: nice. I heard i say its name and my mouth is open a little and my tongue is touching the back of my bottom teeth. There is a long I in nice! Now I'm going to see if it's in pick: Hmm, I didn't hear i say its name, and the tip of my tongue isn't touching the back of my bottom teeth. There's no long I in pick.  Now you try. If you hear /I/, say "Aye. Aye!!" and give me a salute. If you don't hear /I/ say, "It's not there." Is it in hide, wipe, day, sight, nose, dime?

3. What if I want to spell the word strike? "The baseball player missed the ball and got a strike." In this sentence, strike means to swing at a baseball and miss. To spell strike in the letterboxes, first I need to know how many boxes I need so I stretch out the word and count them: /s/t/r/I/k/. I need five boxes for this word. I heard that /I/ just before the /k/ so I'm going to put an i in the fourth box and the silent e signal goes outside the last box. The word starts with an s so I'll put and s in the first box. This next part can be a little bit tricky, so I'm going to say it a little bit slower: /s/t/r/I/k/. I think I heard /t/ right after the /s/, so I'll put a t in the second letter box, right after the s. There's one more sound before the /I/, and I think I hear the growling /r/. Now I only have one empty box left. [Point to the letters in boxes when stretching out the word: /s/t/r/I/k/.] The missing sound is /k/, so I'll put a k in the last letter box.

4. Now I'll show you how I would read a tough word. [Display poster or word slide with the word stripe and model reading the word.] I'm going to start with the i_e; that part says /I/. Next, I'm going to put the beginning letters with it; s-t-r-i_e, /strI/. Now I'll put that chunk together with the last sound in the word, /strI-p/. Oh, stripe, like my shirt has a stripe.

5. Say: Now I'm going to have you spell some words in letterboxes. You'll start out easy with two boxes for ice. Ice is something we put in drinks to keep them cold. "My coke has ice in it so it's not hot." What should go in the very first box? [Respond to the answers students give.]  What should go in the second box? What about our silent signal e? Did you remember that it goes outside of the last box? I'll check your spelling while I walk around the room. [Observe student progress.] You'll need three letterboxes for this next word. Listen for the beginning sound to spell in the first box. Then listen for the /I/ and don't forget to put the silent signal e at the end, outside the last box. The word is side. I have pain in my side; side. [Allow students to spell the remaining words: mice, time, grim, nine, and strive]

6. Say: now I'm going to let you read the words you spelled. [Have children read words from the word list in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]

7. Say: You've done a great job reading and spelling words with our new spelling for /I/: i_e. Now we are going to read a book called Nate's Bike Ride. Nate is a lazy boy who just likes to sit in front of the TV all day long. When his friends ask him if he wants to go on a hike, he says he just wants to watch his TV. So his friends decide to trick him into playing with them. Let's pair up and read this book to find out if they get Nate to come outside to play with them, or if he stays inside forever watching TV. [Children pair up and take turns reading alternate pages of Nate's Bike Ride while the teacher walks around the room monitoring progress. After the individual paired reading, the whole class rereads Nate's Bike Ride aloud together, and stops between page turns to discuss the plot.]

8. Before we finish up our lesson about one way to spell /I/=i_e, I want to see if you can solve a reading problem. The words on this worksheet are a little mixed up, and it needs to be fixed. Your job is to decide what the picture is and write the word on the line next to it. The words choices are in the box at the bottom. After you have all of them written on lines, practice reading them to your neighbor to see if your answers make sense. [When students are done, collect worksheets to evaluate each child's progress.]

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