Mike
Likes Kites
Beginning
By
:Amy Locklier
Rationale: Students must
understand that correspondences appear differently in different words. They must learn to distinguish between long
vowel sounds and short vowel sounds.
This lesson will cover a review on i = /i/ and begin working
with i_e =
/I/, a letter-box lesson incorporating spelling and reading of words
with i_e =
/I/, and pseudo words.
Materials:
white board, marker, eraser, over head, letter boxes ,
letters (b,d,e,f,h,i,k,l,m,r, and t), Kite
Day at Pine Lake, worksheet, paper, pencils.
Procedure:
1. Class we already know
that when we see i alone
in a word, it makes the /i/ sound. Today
we are going to find out what happens
when there is an i, then a consonant
, then an e at the end of the
word. (Write i_e on the board.) The i
says its name, /I/. (Demonstrate again
on the overhead and the letters to make time.) What letter does this say? (point to the
t). Good job, /t/. How
about this letter (point to the m)?
Yes, /m/. Let's put it all
together. Don't forget the e makes the vowel
i say it's name. Now, /t/I/m."
2. Now I am going to give
everyone there letterboxes and letters that we have used in the past to
spell
different words. In this lesson we will
use three, four, and five letterboxes. Now,
we are going to move on to the next word:
bit, fin, hide, mike, bite, kite, smile, bride.
Now,
class I want us to read these words together as I spell them.
(Do not forget to use i_e scaffold as you spell the words.)
3.Give
each student a worksheet with the following pictures: fin,
smile, kite, bride, bike, and a pine.
Read through all the words in the bank together: smile, fin,
bride,
bike, and pine. "Now, I want you to
write the correct word under each picture.
Look at your word bank or think back to the letter box lesson to
make
sure that you are spelling these right."
Do not forget that the e after
a consonant make the i say it'
name." This activity reinforces the idea that e causes
the i to say
it's name.
4. Pass out copies of Kite
Day at Pine Lake. Have the students
read the book in pairs. "Class, I
want you to try to figure out each word with your partner.
If you have any questions, raise your hand I
will come help you."
5. For assessment have each
student come to your desk and read note cards with pseudo-words. Some words you can use include yipe, mipe,
gite, mip, tine, pime, pip, and libe.
This will assure you the students know the difference between i
= /i/
and i_e = /I/. This can also serve as a
review.
References:
Eldredge,
J, Llyod (1995). Teaching
decoding in holistic classrooms.
http://www.auburn.edu/rdggenie/inroads/putnamel.html
http://www.auburn.edu/rdggenie/insp/roehmbr.html
Kite
Day at
Click here to
return to beginnings.
Any
further questions email Amy
Locklier.