Leighton Johnson
Rationale: In order to read, students must be able to understand the difference between sounds that short vowels and long vowels make. They must understand that these correspondences are spelled and pronounced differently. This lesson will be working with i_e=/I/ by reading and spellig words with letterboxes.
Procedures:
1. Introduce
the lesson by reviewing the sound that the
letter i makes. Ask for a volunteer to demonstrate the
sound that i
makes. /i/. Explain that today we’re going to talk about
another
sound that the letter i can make. In some words the
letter i says
/i/; but in other cases the letter i says
its name /I/. Let’s say it together. I-I-I-I. This is
called the
long I sound. A long vowel is when the I says it’s name. When we add an e to the end
of a word, it helps the i say its name. To
remind us of this sound we are going to
put our pinky finger up to make the letter i..
I-I-I-I (holding pinky finger up).
2. Okay, now
we’re going to say a tongue twister. Every
time you hear the long I sound be sure to hold your pinky finger
up.
Point to the chart with the tongue twister “I like Ike and Mike
to slice
pie” on it. Lead the recitation by
stretching
out all of the sounds and holding up your pinky finger every time you
hear the
long I sound and putting it back down when you do not hear the long I
sound.
I-I-I, l-I-I-I-ke, m-I-I-I-ke, to sl-I-I-I-ce, p-I-I-I-e. Very good.
3. Now I’m
going to say a word and you see if the long I
sound is in it. Line. Let’s stretch it out. L-I-I-I-ne
(hold
your pinky finger up). Does everybody hear that? Do you
hear /I/ in tin or time? fin or fine? skin or slime?
4. Lots of
times, in writing we know a word has a long I
sound because of a silent e at the end of the word. Write
‘lin’ on
the board and ask what the word is. Then add an e to the
end to
spell line. Point out how adding the silent e
signals for
us to say the long I sound.
5. Now we’re
going to practice spelling some words that
have the long I sound in them. Pass out the letterboxes and the
letters:
c, d, e, f, g, I, b, l, m, n, p, r, t, s. Say, don’t forget each
box is
for ONE sound. If you need the silent e you put it
outside of the
box—so that we know it’s there, but we don’t hear it.
6. Say,
let’s do a practice word. The word is time.
Open three letterboxes. As you pick up the letters pronounce the
phonemes. /t/I/m/. Add the silent e to the
end. Now
model reading a word for the students. Move the big letters
around to
spell fine. Say, I see that the
middle sound is /I/ because there’s an I and there’s also an e
at
the end. The first sound is /f/. So I have /f/I/. And the
last
sound is /n/. /f/I/n/. Fine.
7. Have the
students use the letters and letterboxes to
make the words bike, bride, dime, ride, line, bid, lime, pride,
pine. (Record their work)
8. Give the
book talk: Have you ever flown a kite? Have you
ever been to the lake? Let’s see what happens with a certain kite at a
certain
lake as we read this book. Pass out copies of Kite Day
at Pine
Lake and ask students to get with a
partner and
take turns reading pages to each other. Both students should
follow
along. We will practice problems of not having a kite as well
9. Walk
around as students are reading and offer assistance
as needed.
10. For
assessment, hand out the worksheet with pictures of
a a line, a frog, a bike, a hand, and a dime on it. As a class,
discuss
what each picture is. The students should color the pictures
that’s name
has the long I sound in it. I will collect these for assessment.
References:
Conway, Brian. http://www.auburn.edu/rdggenie/connect/conwaybr.html
Hinshaw,
Margaret Ann. Jan or Jane. http://www.auburn.edu/rdggenie/guides/hinshawbr.html
Kite
Day at