Ride That Bike

Beginning Reading

Kelby Conway

 

Rationale: Children must understand that letters can have more than one sound.  This insight will aid students in the process of decoding.  Proficient decoding is essential to becoming a fluent reader.  This lesson will teach the correspondence i_e = /I/ through identifying /I/ in words and practice in spelling words that include the i_e grapheme.

 

Materials: Letterboxes and letter manipulatives for each student and a large set for the teacher (with the letters: c, d, e, f, g, i, l, m, n, p, r, s); A class set of the book Di and the Mice; Chart with the tongue twister—Ike and I ice our ice-skates—on it; worksheet with pictures of a kite, a frog, a bike, a hand, and a dime on it.

 

Procedures: 1. Introduce the lesson by reviewing the sound that the letter i makes.  Ask for a volunteer to demonstrate the sound that i makes. /i/.  Explain that today we’re going to talk about another sound that the letter i can make.  In some words the letter i says its name /I/.  Let’s say it together. I-I-I-I.  This is called the long I sound.  Good.  Now let’s point at our eye to remind us of this sound.  I-I-I-I (point to your eye).

 

2. Okay, now we’re going to say a tongue twister.  Every time you hear the long I sound be sure to point to your eye.  Point to the chart with the tongue twister “Ike and I ice our ice-skates” on it.  Lead the recitation by stretching out all of the sounds and pointing to your eye when you hear the long I sound.  I-I-I ke and I-I I-Ice our I-I-Ice-skates.  Good job.

 

3. Now I’m going to say a word and you see if the long I sound is in it.  Time.  Let’s stretch it out.  T-I-I-I-me (point to your eye).  Does everybody hear that?

 

4. Lots of times, in writing we know a word has a long I sound because of a silent e at the end of the word.  Write ‘tim’ on the board and ask what the word is.  Then add an e to the end to spell time.  Point out how adding the silent e signals for us to say the long I sound.

 

5. Now we’re going to practice spelling some words that have the long I sound in them.  Pass out the letterboxes and the letters: c, d, e, f, g, i, l, m, n, p, r, s.  Say, don’t forget each box is for a sound.  If you need the silent e you put it outside of the box—so that we know it’s there, but we don’t hear it.

 

6. Put the large teacher version where all the students can see it.  Say, let’s do a practice word.  The word is kite.  Open three letterboxes.  As you pick up the letters pronounce the phonemes.  /k/I/t/.  Add the silent e to the end.  Now model reading a word for the students.  Move the big letters around to spell dime.  Say, I see that the middle sound is /I/ because there’s an I and there’s also an e at the end. The first sound is /d/.  So I have /d/I/.  And the last sound is /m/. /d/I/m/. Dime.

 

7. Have the students use the letters and letterboxes to make the words side, lid, dime, ride, fine, rid, crime, pride, grime.

 

8. Give the book talk: Have you ever seen a mouse?  How did you feel?  Afraid?  Well, Di sees some mice in this book.  Let’s see how she feels about them.  Pass out copies of Di and the Mice and ask students to get with a partner and take turns reading pages to each other.  Both students should follow along.

 

9. Walk around as students are reading and offer assistance as needed.

 

10. For assessment, hand out the worksheet with pictures of a kite, a frog, a bike, a hand, and a dime on it.  As a class, discuss what each picture is.  The students should color the pictures that’s name has the long I sound in it.

 

References:

 

Hinshaw, Margaret Ann.  Jan or Jane.

http://www.auburn.edu/rdggenie/guides/hinshawbr.html

 

Cushman, Shelia and Kornblum, Rona.  Di and the Mice.  Phonics Readers.  Educational Insights, 1990.

 

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