Who Wants Ice Cream?


By: Melinda Hardin

Beginning Reading



Rationale:  For children to become skilled readers they must understand that correspondences appear differently in different words.  Also children need to know the difference between long and short vowels.  The have to understand that these correspondences are spelled and pronounced differently.   In this lesson we will review the i=/i/ correspondence and introduce the correspondence i_e=/I/.  The students will be introduced to the correspondence through spelling words with letterboxes and later reading them.  Also to better chk their understanding of the new correspondence we will have them read pseudo words. 

 

Materials:

White board and marker

Picture of ice cream, with i_e in it

Sign with "Ivy's ice cream is icy" with another ice cream picture

Teacher letterbox and letters

Letterboxes for each student

Letters for each students: b, c, d, e, f, g, i, k, l, m, n, p, r, s, t, w

Individual copies for each student of the book Di and the Mice (Phonics Readers Long Vowels, Book 6 -- Long i). Publisher: Educational Insights (1990)

Paper

Pencils

Note cards with pseudo words (such words can include: pim, fime, scrime, rin, tine)

Procedure:

1.Now that we have already learned all of our short vowels, we are going to move on to long vowels.  To begin introduce the lesson by reviewing i=/i/.   Can everyone remember what I says when it's all by itself in a word?  "Icky Sticky"?.  Since we know that when we see I alone in a word it says /i/.  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/ and the e is silent.  Okay now we need to look at our Ice Cream poster.  Whoever likes ice cream raise their hand.  Great!  So whenever we see i_e in our reading, we are going to say /I/ and lick our Ice Cream cones.  Now let's all try it, /I/.

2.Now we are going to say this tongue twister together.  ) Make sure the students can see the poster) "Ivy's ice cream is icy."  Who can hear the /I/ in our tongue twister?  Good.  Every time we hear the /I/ in our tongue twister we are going to get our ice cream cones and act like we are licking them.  Let's try: "IIIIIIIIvy'sIIIIIce cream is IIIIcy."  Great job!

3.Everyone look at this word on the board. (Write the word pine on the board)  Who can come up here and underline the i_e in this word?  (Have one of the students come up to the board and underline the i and e).  Whenever we see the i_e we need to remember that is a signal that the i  is going to say its name.  First let's look at the i_e, which says /I/.  Add the beginning /p/ /I/ and then add the /n/‰¥Ï /p/ /I/ /n/. Pine.  When we say all of these together what word do you say?  Always remember that the e on the end let's us know the i says /I/.  It is important to know the difference in how short I and long I are spelled.

4.Before moving on make sure they understand by asking questions.  Now we are going to listen for the /I/ in some words and whenever you hear /I/ I want you to lick your ice cream cone.  (Say the following slowly)  Miley likes to ride her bike in limes.  Scan the classroom as you say the sentence to make sure the students understand. 

5.Next we are going to get out our letterboxes ad practice spelling some words.  The words will consist of 3, 4, and 5 phoneme words.  Each student will have out their letterboxes and then give them the letters needed.  Use the teacher set of letterboxes and letters to model for the students.  I will model the first word for you.  If we are using 3 letterboxes, how man phonemes is our first word going to have?  Three is right!  Since the e signals that the i says its name, it is silent and goes on the outside of the third box.  The first word I will spell is bike.  I want to ride my bike.  Bike.  /b/, b is going in the first box.  /I/, i is going in the second box and I know the e is going on the outside of the third box.  /b/ I/ /k/, so k is going to go in my third box.

6.Now we are going to spell come more words with our letterboxes.  We will start off with 3 boxes.  Have the students spell: tip, mike, tin, fine.

7.Excellent!  Now we are going to use 4 boxes, which means our words will have 4 phonemes.  Have students spell:  slice, bride, trip, gripe, slime, spin.  Now add one more box and we will spell words with 5 phonemes.  These are a little harder but y'all are great spellers so do not worry.  Have students spell:  twist, strike, sprite

8.Then model to the students how to read each of the words without the letterboxes.  I will show you how to read this word (point to a word that you rewrite on the board).  First I see the i_e so I know the i says its name.  /b/ /I/ /k/.  Bike.  Now it is your turn to read the words.  Then have the students read the words you just previously spelled.

9.Then pass out the copies of Di and the Mice.  Who likes to ride bikes?  Well guess what so does Di!  One day Di is riding her bike until she stops to eat for a little bit, and she sees something white in the vines!  What do y'all think is in the vines?  Do you think Di will be scared?  What do you think Di will do?  Well to find out you'll have to read with your partner.  Have the students pair up and help each other read the words and use the different decoding strategies they know.

10.After they are done reading have them write a message about riding their own bike.  If the students do not have a bike have them tell why they do or do not.

11.Finally for assessment have each of the students come to your desk and have them read words on the note cards you prepared earlier with pseudo words on them.  This will let you see whether or not each student understands the i_e correspondence.

 

Resources:
Rebecca Neilson, "I scream for Ice cream"

http://www.auburn.edu/academic/education/reading_genie/navig/neilsonbr.html

Return to the passages index.