Ike’s Ice Cream is Icy


Liz Copenhaver

Beginning Reading




In order to read, students must be able to understand the difference between the sounds that short vowels and long vowels make.  They must understand that these correspondences are spelled and pronounced differently.  This lesson will review i = /i/ and begin working with i_e = /I/ by reading and spelling words with letterboxes and reading pseudo-words with these correspondences in them. 



One set of Elkonin letterboxes per student

Set of letters per student:  b, c, d, e, g, h, i, k, l, m, n, p, r, s, t, v

Primary writing paper

Strip with tongue twister “Ike’s Ice Cream is Icy”


1 large Elkonin letterbox set for teacher to model

1 large set of letters for teacher to model

Class set of book Kite Day at Pine Lake

Pseudo-word cards:  mipe, libe, fip, sime, kip, yipe



1)  First, I will review i = /i/.  Say:  Class, we have already ready learned all of our short vowels, and we know that when the letter i is alone in a word that it sounds like /i/.  Icky sticky remember?  I will then introduce i_e = /I/.  Say:  Today we are going to learn one way to represent the sound /I/.  When i is spelled i consonant e it says its name, /I/.  Write i_e on the board.  Then write time on the board.  Say:  Let’s say this word together.  /t/ /I/ /m/.  Good.  The e on the end let’s us know to make that i say /I/.  It is important to know the difference between the spellings of short i and long i when we are reading and spelling words.

2)  Say:  Let’s say this tongue twister together.  Hold up strip.  “Ike’s ice cream is icy.”  I want you to raise your hand every time you hear the /I/ sound or see the i consonant e.  Repeat tongue twister.

3)  Now we are going to do letterbox lessons.  Each student will be given letterboxes and letters.  The students have done letterbox lessons before.  In this lesson we will be using 3, 4, and 5 phoneme words and letterboxes.  I will model first using my large set of letterboxes and letters.  Say:  Now we are going to use our letterboxes.  I will do the first word.  I’m going to have 3 boxes.  So how many sounds is my word going to have?  3, that’s right.  I’m going to spell kite.  I like to fly my kite.  Kite.  /k/, k is going to go in the first box.  /I/, i is going to go in the second box, and I know there is going to be an e on the end to make this i say /I/.  The e doesn’t make a sound, so it doesn’t go in a box because the boxes are the sounds in the word.  It goes outside the last box. /t/, t will go in the third box.   In the lesson I will also throw in some short i words for review.  I will walk around to check students’ spellings in their letterboxes. 

Here are the letterbox words:

3 phonemes:  {hide, bike}

4 phonemes:  {smile, pride, drive, spin, glide, spike}

5 phonemes:  {stripe, strike, click}

Letters needed:  b, c, d, e, g, h, i, k, l, m, n, p, r, s, t, v

4)  I will then model how to read the first word without the letterboxes.  I will then spell the rest of the words, and the students will read them back to me.  I will be spelling them on the board.  I will model how to read kite.  Say:  I am going to show you how I would read this word.  I know that the silent e on the end is going to make my i say /I/.  I know that k  is /k/.  /k/ /I/.  Then I will add the t /t/.  /k/ /I/ /t/.  Kite!  Now you are going to read some words.

5)  Now the students will read the book Kite Day at Pine Lake.  They will read the book in pairs.  Say:  Now, I want everyone to get with their reading buddies.  Today you will be reading Kite Day at Pine Lake.  Can you fly a kite?  All of the children at Pine Lake have a kite, and they are going to go out and fly them.  Bob is the only one without a kite, and he is sad.  Will Bob get to fly a kite?  You’ll have to read with your buddy to find out.

6)  The students will now write a message about kite flying.  Say:  Now I would like you to write a sentence or two about your experience with kite flying.  Some questions you can answer are:  Do you know how to fly a kite?  Where do you like to fly your kite?  How do you make a kite?  Illustrate your message after you are finished.

7)  As the students are writing their message, I will call them up, one at a time, to be assessed.  I will have some pseudo-words written on cards and ask the students to read them to me.  Some example words are mipe, libe, fip, sime, kip, and yipe.  There is a mixture of short i and long i to make sure students understand the different correspondences.



Locklier, Amy.  “Mike Likes Kites.”  http://www.auburn.edu/rdggenie/begin/locklierbr.html

Kite Day at Pine Lake.  Phonics Readers.  California:  Educational Insights, 1990.

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