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.
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.
Conway, Brian. http://www.auburn.edu/rdggenie/connect/conwaybr.html
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