Mike's Prime Time Bike Ride

A Beginning Reading Lesson

By: Kelsey Pugh

 

Rationale: This lesson plan teaches children the long vowel correspondence i_e = /I/. In order to be able to read, children must learn to recognize the spelling that map pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling i_e. They will learn a meaningful representation (Raise hand and salute as in Aye Aye, captain), they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence i_e = /O/.

 

Materials: Graphic image of sailor saluting; cover up critter; white board or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student, letter manipulatives for each child and magnetic smartboard letters for teacher:  p, r, i, z, e, c, b, k, p, l, m, s, t; list of spelling words on poster or whiteboard to read: prize, ice, bike, pipe, lime, sick, slime, stripe, stick; decodable text: Kite Day At Pine Lake and 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 sip, and 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 sailor saying "Aye Aye captain! [show graphic image]. Now let's look at the spelling /I/ that we'll learn today. One way to spell /I/ is with the letter i and a signal e at the end of the word to tell me 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 little silent e signal.

 

2. Say: Before we learn about the spelling of /I/, we need to listen for it in some words. Notice how your mouth moves when you say it. The jaw moves down but the tongue relaxes in place. [Make a vocal gesture for /I/.] I'll show you first, remember to pay attention to the way my mouth moves: time. I heard the /I/ for aye-aye and I felt my tongue move to the back of my throat. Now I'm going to see if it's in pin. Hmm, I didn't hear the "aye-aye" and I did not feel my tongue move to the back of my throat. Now you try. If you hear /I/ raise your hand to your head as in Aye Aye captain. If you don't hear /I/ don't salute. Is it in pine, lips, spice, strike, house?

 

3. What if I want to spell the word prize? "Emily won a stuffed animal for a prize at the fair." Prize means something she won in this sentence, To spell prize in letterboxes, I need to know how many phonemes I have in the word so I stretch it out and count: /p/ /r/ /I/ /z/. I need 4 boxes. I heard that /I/ just before /z/ so I'm going to put i  in the 3rd box and the silent e signal outside the last box. The word starts with /p/, so that's easy; I need a p. Now it's getting a little tricky so I'm going to say it slowly, /p/ /r/ /I/ /z/.  I think I heard a growling r right after the p. The missing one is /z/. Now I will show you how I would read a tough word. [Display poster with swipeon 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-w-i_e, /swI/. Now I'll put that chunk together with the last sound

/swI-p/. Oh, swipe, like "The cashier had to swipe my credit card"

 

4. Say: Now I'm going to have you spell the words in letterboxes. You'll start out with two boxes for ice. Ice is frozen water, "The ice kept my water cold". What should go in the first box? [Respond to children'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 progress] You'll need three letterboxes 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 of the boxes. Here's the word: bike; I enjoy riding my bike after school; bike. [Allow children to spell the remaining words: pipe, lime, sick, slime, stripe, and stick]

 

5. Say: Now I am going to let you read the words you've 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 and reading words with our new spelling for /I/: i_e.  Now we are going to read a book called Kite Day at Pine Lake. Have you ever flown a kite?  Well in this book, there are a few kids at the park flying kites and having so much fun, but one guy is sad.  Bob is all left out because he doesn't have a kite of his own.  I think they might be able to help him, but we'll have to read to find out what he can do. Let's pair up and take turns reading Kite Day at Pine Lake to find out what Bob does. [Children pair up and take turns reading alternate pages each 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 if you can recognize all of the /I/ pictures. On this worksheet is pictures, your job is to circle the pictures with /I/= i_e. [Collect worksheets to evaluate individual child progress.]

 

Resources:

 

Kite Day at Pine Lake; by Sheila Cushman and Rona Kornblum, Illustrated by: Patti Briles; Educational Insights (1990)

 

Britney Cain, A Fine Vine: http://www.auburn.edu/academic/education/reading_genie/invitations/cainbr.htm

 

Mike Locklier, Mike Likes Kites: http://www.auburn.edu/academic/education/reading_genie/begin/locklierbr.html

 

Assessment worksheet:  http://www.phonicsworld.com/longvowelie1.html

 

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