"Aye Aye Captain!"
Rationale:
This lesson will teach students about the long vowel correspondence i_e=/I/.
Knowing this correspondence along with all the other ones we have been/will be
working on are crucial for children to learn to read fluently. In this lesson,
students will be able to recognize, spell and read words with the i_e in the
word's spelling. They will be able to hear this phoneme and recognize the
corresponding spelling of the word. Children will learn a meaningful
representation of the spelling and phoneme (man following orders saying "aye aye
captain!" while saluting a ship captain putting right hand to the head).
Whole class lesson
Materials:
Graphic image of man saluting
cover-up critter
smartboard Elkonin boxes for modeling and individual boxes for each student
letter manipulatives for each child
and smartboard letters for teacher: i,c,e,d,h,k,t,p,n,s,m,l,p,r
list of spelling words on whiteboard to read: ice, dice, hike, kite, pine,
smile, price, strike
decodable text "Di and the Mice"
Procedures:
1. Say: In order to become expert readers we need to learn the code for how to
pronounce words. We have already learned about the short vowel i like in the
word sip, but today we get to learn about the long /I/ and silent e signal that
is used to make the I say it's name /I/. When I say /I/ I think of a man
saluting a ship captain saying "aye aye, captain!" (show image) Can you say that
with me? Now we are going to look at spelling of the sound /I/.One way to spell
this is with the letter I and a signal e at the end of the word to tell me to
say the I's name. (write out this spelling on the smartboard.) This blank line
here means that there is a consonant after I, and at the end of the word here
there is a silent e signal.
2. Before we learn about the spelling of /I/, we need to listen for it in some
words. When I listen for /I/ in some words, I hear i say it's name /I/ and my
lips my a shape like this (model mouth movement.) I'll show you first:
kite. I heard /I/ say its name and I
felt my lips pull back and my mouth open up wide and my tongue pull back (slowly
say kite, emphasizing /i/.) There is a long /I/ in
kite. Now I'm going to see if it's in
skip. Hm, I didn't hear /I/ say it's name and my lips and mouth didn't make
the right /I/ shape it made in kite. Now you try. If you hear /I/ say "aye aye,
captain!" and if you don't hear /I/ say "that's not it." Is it in tight, face,
mice, sink, melt, ice? (Have children open up their mouth wide to make the /I/
motion when they feel /I/ say it's name.)
3. What if I want to spell the word
strike? "Some lightning bolts strike
the ground." Strike means hit in this
sentence. To spell strike in
letterboxes, first I need to know how many phonemes I have in the word so I
stretch it out and count: /s/ /t/ /r/ /I/ /k/. I need 5 boxes. I heard the /I/
just before the k so I am going to
put the i in the fourth box and the
silent e signal outside the last box.
The word starts with /s/ so I know I need an s in the first box. Now I am going
to say it slowly since it's getting a little harder to hear the sounds / s/ /t/
/r/ /I/ /k/. I think I heard /t/ so I'll put it right after the
s. One more before the i, I think
I heard growling /r/. I have one empty box now. (Point to the letters in boxes
when stretching out the word.) The one missing is /k/.
Now I'll show you how to read a tough word. (Display poster with
spite on the top and model reading
the word.) I'm going to start with the i_e; the part that says /I/. Now I'm
going to put the beginning letters with it: s-p-i_e, /spI/. Now I'll put that
chunk together with the last sound, /spI-t/.
Spite, like "He said that mean
comment to me out of spite." Spite
means hate, if you feel spiteful about something you hate it.
4. Say: Now I am going to have you spell some words in letterboxes. You'll start
out easy with two boxes for ice. Ice
is frozen water. "I put ice in my
drink to make it colder." What should go in the first box? (respond to the
student's answers.) What goes in the second box? What about the silent e, did
you remember to put it outside the boxes? I'll check your spelling while I walk
around the room. (Observe and informally assess how the students are doing
spelling the assigned word ice in
their letterboxes.) Now we are going to try another word. You'll need three
letterboxes. Listen to the beginning sound to spell in the first box. Then
listen for the /I/ and don't forget to put the silent e on the end outside the
boxes. Here's the word: dice. I
rolled the dice during the math game.
(Allow the students to spell the remaining words:
3-hike, kite, pine
4- smile, price
5-strike
5. Now I am going to let you read the words you've spelled. (Have students read
the words in unison. Afterwards, call on individuals to read one word on the
list until everyone has had a turn.)
6. You've done a great job reading the words with our new spelling for /I/: i_e.
Now we are going to read a book called "Di and the Mice." This is a story of a
girl named Di who takes a bike ride but when she stops to eat meets five white
mice. Let's pair up and take turns reading "Di and the Mice" and finds out what
Di does with the mice she meets on her bike ride. (Children pair up and take
turns reading alternate pages while teacher walks around the room monitoring
progress. After individual paired reading, the class rereads "Di and the Mice"
aloud together, and stops between page turns to talk about the story's 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 words missing. Your job is to look in the box of words choices, and
decide which i_e word fits best to make sense of this very short story. First
try reading all the words in the box, then choose the word that fits best in the
space. Reread your answers and see if they make sense. (collect worksheets to
evaluate individual child progress.)
Resources:
Morgan Barrow, All Hands on Deck! Aye! Aye! (I!I!):
http://www.auburn.edu/academic/education/reading_genie/journeys/barrowbr.htm
Cushman, S and Kornblum, R. (1990) Di and
the Mice.
Assessment worksheet:
https://blackboard.auburn.edu/webct/urw/lc22554136011.tp0/cobaltMainFrame.dowebct