﻿ I

I, I, I have an Idea!

Rationale: This lesson teaches children about the long vowel correspondence i_ e = /I/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling i_ e = /I/. They will learn a meaningful representation (scientist saying "I, I, I have an idea") they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence i_ e = /I/.

Materials: Graphic image of scientist having an idea; cover up critter; whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student; letter manipulatives for each child and magnetic or smart board letters for teacher: k, I, t, e, l, g, h, b, f, r, y, m, c; list of spelling words on poster or whiteboard to read: kite, light, bike, fire, fly, like, mice; decodable text: The Bike Ride, and assessment worksheet.

Procedures:

1. Say in order to become expert readers we need to learn the code that tells us how to pronounce words. We have already learned how to read short vowel words with i, like big, and today we are going to learn about long I and the silent e signal that is used to make I say its name, /I/.  When I say /I/ I think of a scientist trying to say that he has an idea "I, I, I have an idea".  When you're excited to tell someone something, do you repeat yourself? (show graphic image).  Now let's look at the spelling of /I/ that we will learn today. One-way to spell /I/ is with the letter i and a signal e at the end of 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 little silent e signal. The /I/ sound can also be spelled with the silent "gh" as in the word "sigh" or with a "y" and no "I" as in fly.

2. Say: Before we learn about 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 opens and my jaw is open when I say the sound i. (Make vocal gestures for /I/.) I'll show you first: mine. I heard i say its name and my mouth opened with my jaw dropped to say i. There is a long I in mine.  Now I'm going to see if it's in run.  Hmmm, I didn't hear a say its name and my mouth didn't open with my jaw dropped. Now you try. If you hear /I/ say, I, I, I? If you don't hear /I/ say, "That's not it." Is it in snow, night, may, ride, cry, pain? (Have children drop your jaw with open mouths when they feel /I/ say its name.)

3. Now let's try spelling words using i_e= /I/. Break down the word kite. "I want to fly my kite in the park today." If we are going to spell kite in our letterboxes, we must first count the sounds we hear. Stretch it out with me: /k//I//t/. I need 3 letterboxes. I heard the /I/ after the /k/ so I will put I in the second letterbox. The word starts with /k/ so that goes in the first box and we already placed our I in the second box. What do we hear next? T. . .good. We need to put the T in the third box. Now let's sound out what we have: /k//i//t/…kit? What did we learn today to put at the end of a word to make a long I sound? Place that silent e outside the third box. . .right next to the T. Good. Let's look at our poster of words. Let's read the first one now that we know how to break down i_e= /I/. The first word is /b//I//k/. . .bike! "Let's go on a bike ride."

4. Say: Now I'm going to have you spell some words in letterboxes. You'll start out easy with two boxes for isle. An isle is a kind walkway or path, "To get to the front of the room we walked down the isle." What should go 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 while I walk around the room. [Observe progress.] You'll need three letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /I/ and        don't forget to put the signal silent e at the end, outside the boxes. Here's the word: like, "I like to help my mom out with the dishes"; like. [Allow children to spell remaining words: light, fire, fly, mice]

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

6. Say: You've done a great job reading words with our new spelling for /I/: i_e. Now we are going to read a book called The Bike Ride. This is a story of two boys who are playing together but Tim wants to go on a hike but Nate does not. How can Tim encourage Nate to get outside and play with him? Let's pair up and take turns reading The Bike Ride to find out if Nate goes outside with Tim. [Children pair up and take turns reading alternate pages while teacher walks around the room monitoring progress. After individual paired reading, the class rereads The Bike Ride aloud together, and stops between pages to discuss the plot.]

7. Say: Before we finish up with our lesson about one way to spell /I/ = i_e, I want to see how you can solve a reading problem. On this worksheet we need to separate Mike's pictures from Mick's pictures. First say each picture out loud. Mike drew pictures with long I like in his name: Mike. Color these pictures. Mick drew pictures with short i like in his name: Mick. Circle these pictures. [evaluate students' progress by worksheets]

Reference: Caroline Conner,

Constance Wood

Assessment worksheet: