Long I Bites

Beginning Reading Lesson

By: Rebekah Beason

Rationale: For students to become thriving readers, they have to acquire phonemic awareness. To do this, the students must be aware of the different sounds of long and short vowels. In this lesson we will look at the long vowel correspondence i_e=/I/. We will practice this skill in a variety of ways; these being learning a fun tongue tickler, spelling, and reading words containing this correspondence. The students will also learn the meaningful representation of saluting a captain by saying, 'Aye Aye Captain.'

Materials:

· Picture of a soldier saluting an officer

· i_e written on a poster board

· Cover-up critter

· Letterboxes

· Letter manipulatives: I, k, e, t, l, d, p, r, c, g, w, s, n

· Words written on notecards: Ike, kite, slide, price, glide, swine, strike

· Decodeable text, 'The Bike Ride'

· Assessment worksheet

· Tongue tickler on poster board-'Mike likes to eat ice cream while they hike.'

Procedure:

1. Say: Good morning friends!! To become great readers, we have to learn to break the code of our language. By now, we have talked about the 'icky sticky' short i which is in the word tick. So, now we are going to learn about words that have an i, then a consonant followed by an e. This pattern of i_e tells the long I to say its name and that the e is silent. Look at the tongue tickler on the board for /I/. I will read it first then we can read it together: -'Mike likes to eat ice cream while they hike.' Now, let's do it again by stretching out the /I/: Miiiiiiiiiike liiiiiiiiiikes to eat iiiiiiiiiiiiiice cream whiiiiiiiiiiiile they hiiiiiiiiiiiiike. Excellent job! (show i_e on a poster board) Look at the picture of the soldier on the board, can anyone tell me what he is doing? Yes indeed! The young man is saluting an officer by saying 'Aye Aye Captain.' Can everybody try that.

2. Say: Now let's listen for the /I/ in the words I am about to say. Watch my mouth when I say the words. If it has a /I/, the opening of my mouth will be very long. It is almost as if I could put a I in my mouth when I am saying it. I'll demonstrate for you, watch my mouth: kite. What about chip, is there a /I/ in that word? No, you are correct! My mouth did not have a long opening. Remember the soldier saying, 'Aye Aye Captain.' Ok, do you hear /I/ in fit or bite? Lick or like? What about mite or midge?

3. Say: Now let's talk about how to spell words with this sound using letterboxes. Think about the word slide in the sentence, 'That slide is way too tall for me.' To spell any word we need to figure out how many phonemes it contains. Let's stretch the word out to find this: /s//l/I/d/. So, we found that we need four boxes because we know that each sound gets a separate box. The first sound in the word slide we have already said is /s/ which is written by an s; so that goes in the first box. Next, /l/ is shown by an l. The third box gets what? Yes! The /I/ is written by ani. The last sound is /d/ so that is spelled with a d. There are no boxes left, are we done? Noooooooooooooo!! Remember the silente is what makes the longI say its name; the silente will go outside the boxes at the end of the word. Slide, we spelled it correctly.

4. Because I have already modeled how to spell a word that contains /I/, the students will do a group letterbox lesson. Say: Now it is your turn to spell the words. You are in charge; I will put the letters where you think they should go. The first word is an easy one with just two boxes: Ike. What goes in the first box? Second box? What did we say about the silent e at the end? Great, it goes on the outside! The next one has three sounds: kite. (continue the same process of spelling the words price, swine, glide, and strike)

5. During this part of the lesson, the students will read the words they have just spelled; however, before that I will model the reading by showing them how to blending the body-coda. Say: Now that you have spelled the words how about you read them to me. (The class will read the words altogether. Then, I will ask each student to read a word on the list.)

6. Say: You all have done a great job so far with i_e=/I/ words. I am so proud! I found a book with these types of words in it called 'The Bike Ride.' In it, Nate has been visiting Tim and Jan but lately, he is not much fun. Can Tim and Jan come up with a plan to get their friend away from the television? Let's read it to find out. (The students should each get a copy of the book to read with a partner. To conclude this portion of the lesson, I will bring the class back together to talk about what happened to the friends at the end of the story.)

7. To end our lesson, here is some extra practice for you to work on /I/. On this sheet, you will match the /I/ words with their picture and then you will find the words in the box at the bottom of the page. Remember everything we have talked about today while you are working on this assessment. I will be walking around the room to check your progress if anyone needs help.

Resources:

Assessment worksheet: http://bogglesworldesl.com/phonicswordsearches.htm

Blackboard Auburn

Murray, Bruce A.: 'The Bike Ride'http://www.auburn.edu/academic/education/reading_genie/bookindex.html

Reading Genie:http://www.auburn.edu/academic/education/reading_genie/

Doorways