Beginning Reading
Laura Estill
Mike’s Kite
Beginning Reading
Laura Estill
Rationale:
In order to comprehend what they
are
reading, children must become fluent readers. In order for a
child to
become a fluent reader, he or she must learn to decode many different
correspondences. This lesson will teach children the i_e
= /I/ (long I) correspondence by giving them a memorable
representation of sound and by exposing them to that sound in written
and
spoken words. By the
end of the lesson, students will be able to pronounce this
correspondence and
will be able to recognize i_e= /I/ in
written words.
Materials:
Elkonin
letterboxes and letters for each child in the class and a large set for
the
teacher (with the letters: i, c, e, b, k, h, d, m, a, n, g, l, p, r, z,
s, t), primary paper, a class set of the
book Kite Day at Pine Lake (Book 5 in
the Phonics Readers, Long vowels series), a chart with the sentence “I
saw Mike’s
kite dive and rise” written on it. Assessment sheet for finding words
with the
/I/ sound.
Procedures:
1.
Before beginning the new lesson, review the previously
taught lessons on long A and long E.
Review
what happens to a vowel when there is an e at the end of the word. These
correspondences will help us read our
new book.
2.
Tell me what you hear in all of these words: kite, mice, lime, and
dime.
(say the words stretching out the /I/ in
each one).
Very Good! This time when I reread the
words point to your eye when you hear the /I/.
3.
Very good. Now
lets look at this sentence “I saw Mike’s kite dive and rise”
Let’s read it
together 3
times. This time, point to your eye when you hear
the /I/. This last time lets
stretch out the
sound when we
hear it . “IIII saw MIIIIke’s kIIIIte
dIIIIve and rIIIIse.”
4.
What makes all of the words on the chart where we hear the /I/ sound
alike? That's right.
They
all have rhe silent e at the
end. What does the silent e do
to a word? That's right, it
makes
the vowel long!
5.
Now I want us to practice writing some of the words with
the /I/ sound in the sentence. Who
can
tell me one of the words that we need to write. (Have students
write I, Mike, kite, dive,
and rise on their
papers)
6.
Now, distribute the letterboxes and letters i, c, e, b,
k, h, d, m, a, n, g, l, p, r, z, s, t to each
student. Put large teacher version where
all students can see it. Let’s do a practice word
together.
The word is bike. (3 letter boxes) /b/ is my first sound,
like the
beating heart, so I
will put a b in the first box.
Then, I hear the
/I/ that we are learning about today, so I will put
it in the second
box. I remember that the silent e goes outside the last box,
since it
does not
make its own sound. Then /b/ /I/,
oh, I hear /k/ the camera
sound, so I will put a k in the last
box. Bike- b i k e. Does everyone
understand how I did that? Good, lets try a few more.
Have students
do the following words:
| 3 phonemes |
4 phonemes |
5 phonemes |
| bike |
glide |
stripe |
| hide |
prize |
|
| dime |
slide |
|
| bean |
7.
Now,
let’s read our new book with our reading buddies.. Distribute
class copies of Kite Day at
Pine Lake.
Book
talk: This book is
about some children who are going to fly kites. Bob is sad
because he
does not have a
kite,
the other children want to help him. To
find out what happens, let’s all
read this book.
If you and your buddy have any questions
please raise
your hands and I will come and help.
When we are all done we will talk about the story.
8. For
assessment, hand out a worksheet with pictures on it. The
students should color the
pictures that name something with an /I/
sound.
References: