Mike Likes Kites
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.
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.
Eldredge, J, Llyod (1995). Teaching decoding in holistic classrooms.
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