All Hands on Deck! Aye! Aye! (I! I!)

Beginning Reading Lesson Design

Morgan Barrow


Rationale: This lesson will help students identify the phoneme i_e = /I/.  They will learn to associate the sound to "Aye! Aye! (I! I!)" with the hand gesture of saluting a ship captain.  The students will also learn to identify this phoneme by reading words.



Picture of a sailor saluting

Letterboxes for each student

Letters: for each student (t, i, r, e, l, n, d, p, s, c, k, m)

Di and the Mice Cushman, Sheila & Kornblum, Rona. Di and the Mice. Carson, Educational Insights, 1990

Chalkboard or whiteboard

Worksheet of matching i_e words (mice, tire, bike, pie) with their corresponding pictures for each student (more words/pictures can be added to match the needs of the students.)



1. Say: "Today we are going to learn about the long I sound, but before we do that let's read some review words that have the short I in them.  Remember, we have to listen carefully for the sticky icky I."  Write pat and pit on the board. "Now I am going to read both of these words and listen for the sticky icky I.  Pppaaaatt....pppiiiiitt.  I think I hear the sticky icky I in pit. Do you think I am right?  Yes, pit does have the sticky icky I in it."

2. Say: "Now that we have reviewed our short I sound, we are going to learn how to read the long I. Sometimes it is spelled i_e as in the word line.  It makes the sound /I/ because the e makes the I say its name. When we say /I/ it is like you are a sailor saluting your captain."   Now show the picture of a saluting sailor.  Say: "See even the sailor looks like an I," and then draw an I in the middle of the sailor.

3. Say: "Can everyone practice saluting and saying /I/ with me?"

4. Say: "Now I am going to say a silly sentence and listen for the /I/ sound.  'Ike's ivy island is icy.'  This time I am going to say it slowly and remember to salute whenever I hear the /I/ sound.  'IIIIke's iiiiivy iiiiisland is iiiiicy.'"

5. Say: "Now I want everyone to say it with me and remember to salute whenever you hear the /I/ sound.  'IIIIke's iiiiivy iiiiisland is iiiiicy'"

6. Hand out letterboxes and letters to all of the students.  I will give words with the number of phonemes in each word ranging from three to six. 

7. "Now I will show you how I am going to listen for and spell the word stripe using my letterboxes.  First I need to say the word sstripe.  I definitely hear the /s/ at the beginning of the word, so I am going to put an s in my first letterbox.  Sttripe, I hear the /t/ next, so I am going to put a t in my second box.  Strripe, next I hear the /r/, so an r will go in my third letterbox.  Striiiiipe, I hear the /I/ sound!  That means I need to put an I in my forth letterbox.  Stripppe, now I hear the /p/ sound, so I need to put a p in my last letterbox.  My last step is to put an e on the outside of all of the boxes because it is the letter that makes I say its name! 

8. Other words for the lesson: 3) tire, line, dip (review) 4) slide, tick (review) crime 5) stripe. I will use each word in a sentence, and I will walk around the room and assist students as they try and spell the words in their individual letterboxes.  I will call on a student to share their answer with the class as I demonstrate their answer on the chalkboard/whiteboard.

9. Write each word on the board and have the class read them out loud.

10. Say: "Now we are going to read a book called Di and the Mice. Di likes to ride her bike, and one day while she was out for a ride she decided to stop and rest.  While she was resting she noticed something white in the bushes.  What could it be?  We'll have to read to find out!"  After we finish reading a sentence I will have students raise their hand and share a word that they heard that contains the /I/ phoneme.

11. In order to assess the students' learning I will give them a matching worksheet.  They will have various words such as mice, tire, bike, pie that the students will have to read in order to match them to their corresponding picture.  I will model this activity with the first word on the worksheet, and then I will let the students complete the rest of the worksheet while I walk around the room and assist them.




Rauschenberg, Cabray. "Uh....I Don't Know!"


Freeman, Katie. "Let's go Fly a Kite!


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