All Hands on Deck!
Aye! Aye! (I! I!)
Beginning Reading
Lesson Design
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.
Materials:
Picture of a sailor saluting
http://images.clipartof.com/small270/6280-United-States-Navy-Sailor-Saluting-Royalty-Free-Clipart-Picture.jpg
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.)
Procedure:
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.
Reference:
Rauschenberg,
Cabray. "Uh....I Don't Know!"
http://www.auburn.edu/academic/education/reading_genie/projects/rauschenbergbr.html
Freeman, Katie.
"Let's go Fly a Kite!
http://www.auburn.edu/academic/education/reading_genie/projects/freemanbr.html
