Pirate I says Aye, Aye!
Beginner Reader Lesson Plan
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
Return to Doorways