I..I..Captain!

A Beginning Reading Lesson Plan

   By: Constance Wood

 

Rationale:  This lesson teaches children about the long vowel correspondence i_e= /I/. In order to be successful readers, children must learn to recognize word spellings and their corresponding pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling i_e. They will learn a meaningful representation (sailor saying “I..I..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= /I/.

 

Materials: graphic image of sailor, cover-up critter, letterboxes for each student, the following letters for box lesson: b, i, t, e, s, p, k, z, m, r, d, p; List of words on poster for students to read: bite, spike, kite, size, mike, ride, sprite, stride; decodable text: Kite Day at Pine Lake, and assessment worksheet.

 

Procedures:

-Say: in order to become successful readers, we must recognize correct spellings of words and learn to pronounce correctly. We have already learned to read short vowel words with i like clip, but today we are going to learn about long I and the silent e that make I say it's name. When I say I, I think of a sailor saying “I…I…Captain!” [show graphic image] Now let's look at the spelling of long I we are going to learn today. One way to spell long I is with a silent e at the end of a word. [write i_e on board for children to observe] This blank line shows there is a consonant between the i and the e.

Lesson Review:

-Say: Before we learn how to spell words with long I, we need to listen for long I in some words. When I make the long I sound, my mouth opens long and wide like this [model saying /I/ for the students]. Watch me say this: bike. I felt my mouth lengthen! Now I am going to try boat. I didn't hear that /I/ sound and my moth didn't open long and wide. Now I want you to try. If you hear /I/ say “I…I…Captain!” If you don't hear /I/ say “Not there!” Is it in: like, cape, tire, more, lose, wire.

Model the New Concept:

-Say: Now let's try spelling words using i_e= /I/. Break down the word bite. “I just want one bite of your cheeseburger please.” If we are going to spell bite in our letterboxes, we must first count the sounds we hear. Stretch it out with me: /b//I//t/. I need 3 letterboxes. I heard the /I/ after the /b/ so I will put I in the second letterbox. The word starts with /b/ so that goes in the first box and we already placed our I in the second box. What do we hear next? T…good. We need to put the T in the third box. Now let's sound out what we have: /b//i//t/…bit? What did we learn today to put at the end of a word to make a long I sound? Place that silent e outside the third box…right next to the T. Good. Let's look at our poster of words. Let's read the first one now that we know how to break down i_e= /I/. The first word is /s//p//I//k/….spike! “A spike helps hold up our tent.”

 

Activity:

-Say: Now it's your turn to spell words in the letterbox. Let's start off easy with 3 boxes for the word kite. “I fly my kite when it is windy.” What should we put in the first box? The second box? The third box? What do we need at the end? [Respond to answers and monitor children's responses by walking around the room] You will need 3 letterboxes for the next word as well. The word is size. “An ant is small in size.” Think about what the word starts with and don't forget that silent e at the end. [Children will continue spelling words: mike, ride, sprite, stride]

-Say: Now let's read the words we spelled. [Hold up poster with words and have children read in unison]

Book Read:

-Say: You have all done great learning long I. Let's read a book called Kite Day at Pine Lake. In the story, it is a perfect day to fly kites. All of the children have a kite to fly except for Bob. We will read in our small groups to find out what happens to Bob and the other children. [Call small groups back during centers or designated time to read book together. Have students take turns reading and reading in unison]

Assessment:

-Say: To wrap up our lesson on long I, we need to solve a reading problem. On this worksheet we need to separate Mike's pictures from Mick's pictures. First say each picture out loud. Mike drew pictures with long I like in his name: Mike. Color these pictures. Mick drew pictures with short i like in his name: Mick. Circle these pictures. [evaluate students' progress by worksheets]

 

Reference:

 

Preteaching: Kendra White, Auburn University, Spring 2011

 

Resources:

 

Cushman, Sheila & Kornblum, Rona. Kite Day at Pine Lake.

 

Assessment worksheet: http://free-phonics-worksheets.com/html/phonics_worksheet_v1-38.html

 

Return to Doorways