I Scream for Ice Cream!

By Glenna Neilson
neilsga@auburn.edu

Rationale:  In order to be effective readers and spellers, students must understand that correspondences appear differently in different words. Students must also understand the difference between long and short vowels.  They must understand that these correspondences are spelled and pronounced differently.  This lesson will review the i=/i/ and introduce i_e=/I/ by spelling various words using letterboxes and later reading them.  The students will also use pseudo words that reinforce the i_e=/I/ correspondence.

Materials:

•        White board and marker
•      Picture of Ice Cream, with i_e in it
•      Sign with "Ike's Ice cream is Icy" with another ice cream picture
•       Teacher letterbox and letters
•       Letterboxes for each student
•       Letters for each student (k, i, t, e, s, p(2), n, t, r, l, m, d, v, c, f)
•       Di and the Mice copies for all students
•       Paper
•       Pencils
•       Note cards with pseudo words (such words can include: fim, pime, scrime, brine, yipe, tife, pip, libe)

Procedures:

1. Since we have already learned all of our short vowels, we are going to move on to some long vowel.  Introduce the lesson by reviewing i=/i/.  Does everyone remember what i says when it's all by itself in a word?  "Icky Sticky"�.  Now we already know that when we see i alone in a word, it says /i/.  In our lesson today, we are going to find out what sound we make when there is an i, a consonant, and then an e at the end of the word.  (Write i_e on the board).  When we see i_e in a word, the i says its name, /I/.  Now let's look at our Ice Cream poster. Raise your hand if you like Ice Cream. Good! Then whenever we see i_e in our reading, we are going to say /I/  and lick our Ice Cream cones. Everyone try it! /I/

2.   Now I have a tongue twister for us to say together.  (Make sure students can see the poster) "Ike's ice cream is icy."�  Let's say it together now"Ike's ice cream is icy."�  Does anyone hear the /I/ in our tongue twister?  Ok, then. Now every time we hear the /I/ we're going to get our ice cream comes, and act like we are licking them. Now, let's try. "IIIIIIke's IIIIIIIIIIce cream is IIIIIIIIIcy."� Good!

3.      Let's look at a word on the board.  (Write the word pine on the board)  Can anyone come up and underline the i_e in this word?  (Have one of the students come up to the board and underline the i and e).  Good!  Now let me try and read the word.  Remember that the i­_e is a signal to us that the i is going to say its name First let's look at the i_e .  That says /I/.  Add the beginning... /p/ /I/ and then add the ... /p/ /I/ /n/.  Pine .  What is this word when we say it altogether?  Always remember that the e on the end let's us know to make that i says /I/.  It is important to know the difference in how short i and long I  are spelled.

4.    Ask them questions to make sure they understand.  We're going to listen for the /I/ in some words.  When you hear /I/ I want you to lick your ice cream cone.  (Say the following slowly)  Mike likes to ride his bike in slime.  Scan the classroom as you say the sentence to make sure the students are comprehending.

5.      Now we are going to use our letter boxes and first spell some words.  The words that we will be using in the lesson will consist of 3, 4, and 5 phoneme words.  Each students will be given letter boxes and the letters needed.  Use the large set of letter boxes and letters to model for the students.  I will model the first word for you.  If I told you that we would be using 3 letter boxes, how many phonemes is my word going to have? Three, that's right!  And remember, since the e signals that the i says its name, it is silent.  So that means that it goes outside of the third box.  Ok, the first word I am going to spell for you is kite.  I want to go fly my kite.  Kite.  /k/, k is going to go in the first box.  /I/, i is going to go in the second box and I know that there is going to be an e outside of the third letter box.  /k/ /I/ /t/, so t is going to be in my third box.

6.    Now I am going to go through some more words and we're all going to spell them in our letter boxes.  Let's all start off with 3 boxes.  Have the students spell: bit, pine, pipe, fine, fin.

7.      Good job!  Now let's bring out another box so we have four boxes.  How many phonemes are going to be in our words now? Four, great!  Have the students spell: spine, tribe, slime, drive, crime.  And 5 boxes: stripe.  Great spelling!

8.      Next model to the students how to read the words without the letterboxes.  I am going to show you how I would read this word (point to word that you rewrite on the board).  I notice that there is the i_e so I know that the i is going to say its name.  /k/ /I/ /t/. kite.  It's your turn to read the words now.  Have the students read the words that they just previously spelled.

9.      Pass out copies of Di and the Mice. Do you like to ride your bike? So does Di. Di is riding her bike until she stops to eat for a little bit. Then, all of a sudden she sees white in the vines! What is in the vines?  Will Di be scared? What will Di do?  To find out, you'll have to read with your buddy.  The students will read in pairs and help each other read the words and use the different decoding strategies they know.

10.   Now have the students write a message about riding a bike. (If they don't have a bike, then remind them they can write about why they don't have or want a bike.

11.  For assessment, have each student come to the teacher's desk and read the note cards with the pseudo words on them.  This will reassure that the students know the difference between i= /i/ and i_e= /I/.

Reference:

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