Mike's Prime Time Bike Ride
A Beginning Reading Lesson
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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