Pirate I says Aye, Aye!

 

 

Beginner Reader Lesson Plan

Schaefer Bradford

Rationale: In order to be able to read, children must learn to recognize the spellings that map word pronunciations.  This lesson with help students to recognize, spell, and read words containing the long vowel correspondence i_e = /I/.  It is critical for students to understand that vowels can make different sounds and be able to distinguish between them to master language and reading skills.  Students will learn the correspondence i_e = /I/ through direct and explicit instruction, a decodable text, and hands on practice. These activities will provide students with practice in verbalization, spelling, and reading of words using the taught correspondence.

Materials:

Graphic image of pirate

Large Elkonin boxes for modeling

Individual Elkonin boxes for each student

Letter manipulatives for each student and magnetic or smartboard letters for teacher

b, c, d, e, h, i, k, l (2), m, r, s, t, v

List of spelling words on poster or whiteboard to read: kite, bite, hide, chill, smile, drive, strike

Decodable text: Kite Day at Pine Lake

Assessment worksheet

 

Procedures:

1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words.  We have already learned to read short vowel words with i, like pig.  Today we are going to learn about long I and the silent e signal that is used to make I say its name, /I/.  When I say /I/ I think of a pirate saluting and saying "Aye, Aye, Captain!"  [show graphic image].  Now let's look at the spelling of /I/ that we will learn today.  One way to spell /I/ is with the letter i and a signal e at the end of the word. This tells me to say I's name.  [Write i_e on the board.]  This blank line here means there is a consonant after i, and at the end of the word there is a silent e signal.

 

2. Say: Before we learn about the spelling of /I/, we need to listen for it in some words.  When I listen for /I/ in words I hear i say its name /I/ and my mouth is slightly open and my tongue is touching my bottom teeth like this. [Make vocal gesture for /I/.] I'll show you first: kite. I heard i say its name and I felt my mouth open just a little and my tongue touch my bottom teeth.  There is a long I in kite.  Now I'm going to see if it's in pal.  Hmm, I didn't hear o say its name and my tongue didn't touch my bottom teeth.  Now you try.  If you hear /I/ say, "Aye, Aye, Captain" and salute.  If you don't hear /I/say, "That's not it." Is it in snow, like, rain, pants, bike, night?

 

3. What if I want to spell the word bride? "The bride is excited about her wedding day." Bride means a lady who is about to get married.  To spell bride in letterboxes, first I need to know how many phonemes I have in the word so I can stretch it out and count: /b/ /r/ /I/ /d/.  I need 4 boxes.  I heard that /I/ just before the /d/ so I'm going to put an i in the 3rd box and the silent e signal outside the last box.  The word starts with /b/, that's easy; I need a b.  Now it gets a little tricky so I'm going to say it slowly, /b/ /r/ /I/ /d/.  I think I heard /r/ so I'll put the r right after the b.  I have one empty box now.  [Point to letters in boxes when stretching out the word: /b/ /r/ /I/ /d/.]  The missing one is /d/.  Now I'll show you how I would read a tough word. [Display poster with stripe on the top and model reading the word.]  I'm going to start with the i_e; that part says /I/.  Now I'm going to put the beginning letters with it: s-t-r-i_e, /strI/.  Now I'll put that chunk together with the last sound, /strI-p/.  Oh, stripe, like "A zebra has many stripes on its body."          

           

4. Say: Now I'm going to have you spell some words in letterboxes.  You'll start out easy with three boxes for kite.  A kite is a fun toy that can fly in the air on a windy day, "Today is a perfect day to fly my kite."  What should go in the first box? [Respond to children's answers.]  What goes in the second box? Third box? What about silent e, did you remember to put it outside the boxes? I'll check your spelling while I walk around the room.  [Observe progress.]  You'll need three boxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /I/ and don't forget to put the signal silent e at the end, outside the boxes.  Here's the word: bite, I have a bug bite on my leg; bite. [Allow children to spell remaining words: hide, chill, smile, drive, and strike.]

 

5. Say: Now I am going to let you read the words you have spelled. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]

 

6. Say: You've done a great job reading words with our new spelling for /I/: i_e.  Now we are going to read a book called Kite Day at Pine Lake. It is kite day at Pine Lake.  Jeff, Fay, and Jan all have their kites ready to fly, but Bob doesn't have a kite to fly. What will he do? We'll have to read to find out." Let's pair up and take turns reading Kite Day at Pine Lake to find out what Bob will do.  [Children pair up and take turns reading alternate pages while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Kite Day at Pine Lake aloud together, and stops between page turns to discuss the plot.]

 

7. Say: Before we finish up with our lesson about one way to spell /I/ = i_e, I want to see how you can solve a reading problem.  On this worksheet, we have some pictures.  Your job is to look in the box of word choices, and decide with i_e word matches the picture. First try reading all the words in the box, then choose the word that matches each pictures.  If you finish early, you may draw a picture of the word that they have given you in the boxes at the bottom. [Collect worksheets to evaluate individual progress.]

Resources:

Elaine Sirota, Mike Flies Kites: http://www.auburn.edu/academic/education/reading_genie/persp/sirotabr.html

Assessment Worksheet: http://www.homeeducationresources.com/free/phonics/longWD2.pdf

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