Aye, Aye Captain


Beginning Reading
Amy Berger

 

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 pirate captain (search for any pirate picture in Google Images)

        ·        Sign with “Ike’s Ice cream is Icy” with ice cream picture

        ·        Markers

        ·        Teacher letterbox and letters

        ·        Letterboxes for each student

        ·        Letters for each student (k,i,t,e,b,p,p,n,f,s,r,d,v,m,l)

        ·        Kite Day at Pine Lake—copies for all students

        ·        Reading strategies bookmark (one for each pair)

        ·        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/.  Let’s look at this picture (show the picture of the pirate captain).  Has anyone seen a pirate movie?  Did you ever hear the pirates say to the captain, “Aye, Aye captain!”?  Well that is what we say when we see the i_e in our reading.  Let’s all say it together and put our hands to our heads like we are saluting the captain.

  2.      Now I have a tongue twister for us to say together.  (Make sure the poster is visible) Ike’s ice cream is icy.  Class, let’s say it together now… “Ike’s ice cream is icy.”  Good job!  Now every time we hear the /I/ we’re going to bring our hands up like we are saluting the captain of our ship and draw out the /I/ and say “Aye, Aye.”  Aye Aye—ke’s aye, aye—ce cream is aye, aye—cy.  Excellent job class!

3.      Let’s look at a word on the board.  (Write the word mine 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 job!  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... /m/ /I/ and then add the n  ... /m/ /I/ /n/.  Mine .  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 between the spellings of short i and long i when we are reading and spelling words.

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 salute the captain of your ship.  (Say the following slowly)  Mike likes to eat fish while in Pine Mountain.  Scan the classroom as you say the sentence to make sure the students understand. 

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, smile, slime, drive, bride.  And 5 boxes: stripe.  Good job boys and girls! 

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 Kite Day at Pine Lake.  Can you fly a kite?  All of the children at Pine Lake have a kite, and they are going to go out and fly them.  Bob is the only one without a kite, and he is sad.  Will Bob get to fly a kite?  You’ll have to read with your buddy to find out.  The students will read in pairs and help each other read the words and use the different decoding strategies they know.  Pass out one book mark with the reading strategies on it to each pair so they can refer to it if they struggle with the reading. 

10.  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/. 

References:

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