Mike’s Kite

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

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:

• Murray, B.A. and T. Lesniak. (1999). “The Letterbox Lesson:  A Hands-on approach to teaching decoding
• # Patterson, Jan. Sheepish Ee  http://www.auburn.edu/rdggenie/discov/pattersonbr.html

• Kite Day at Pine Lake Carson, CA:  Educational Insights, 1990.