Pirate
Pete Says "Aye, Aye!!"
Beginning Reading
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.]
Resources:
East,
Morgane, Aye, Aye Captain!:
http://www.auburn.edu/academic/education/reading_genie/doorways/eastmbr.htm
Murray, G. (2007) Nate's Bike Ride:
http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Assessment Worksheet:
http://www.schoolexpress.com/fws/ws/phonics/vowels/longi0205.pdf
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