Let's Go Fly a Kite
Beginning Reading Lesson Plan
Rationale:
In
order to become skilled readers children must understand that certain
correspondences can appear, be spelled and be pronounced differently,
for
example long and short vowels. Children must learn the differences
between long
vowels and short vowels. In this lesson we will review the i=/i/
correspondence
and introduce the i_e=/I/ correspondence, through spelling and reading
words.
At the end of the lesson we will check their understanding through use
of
pseudo words.
Materials:
- White board and
marker
- Picture of a kite
flying
- Sign reading,
"Mike likes to
fly his kite."
- Teacher
Letterboxes and letters
(preferably magnetic to go on the board, if not then an overhead
projector so
all children can see)
- Letterboxes for
each student
- Letters for each
student: h, i, d, e, b, k, m, p, r,
s, n, t, v, f
- Copy for each
student of Kite
Day at
- Paper
- Pencils
- Pseudo word
list: hide, bike, dime, prime,
spine, thrive, bite, five
Procedure:
-
"Because
you all are so smart and have learned all your short vowels, we are
going to
move on to long vowels!" "We all know that when we see an I
alone in a word it says /i/. Well
today we are going to learn what I says
when it is with an E." Write i_e
on the board. "When we see i_e in a word, the i says
/I/ and the e is
silent. Can you all say /I/ with me?" Point to kite picture. "How
many of you have ever flown a kite? Do you hear that /I/ in kite? Good,
whenever we see i_e in our reading we are going to fly our kite. Now
let's try,
/I/."
-
"Now I
have a tricky tongue twister for you." Use sign as a guide. "First I'm
going to read it. Mike likes to fly his kite. Who can hear /I/ in our
tongue
twister? Good. Now I want you to say our tongue twister and every time
you hear
the /I/ sound I want you to fly your kite. Let's try"
-
"We
need to remember that when we see i_e in our reading, it should signal
that the
i is going to say /I/."
Now
we will
test the children's understanding by asking them to listen for the /I/
sound in
words. Ask students to "fly their kite" if they hear the /I/ sound in
a word.
-
"Next we will use our letterboxes to
practice being great spellers." Teacher needs to make sure each child
has
the appropriate amount of letterboxes and letters, then will use the
teacher
set to model spelling. "First we are going to spell a word with five
phonemes. The word is stride
as in, I take a long stride when I step. I want you to watch
while I figure out how to spell this word. Stride. First I hear /s/ so that
tells
me that s goes in the first box. Next
I hear that /t/ sound, so I know that an t goes in the
second box, then i hear an /r/ so I know a r goes in the third box and
what makes that i say /I/? e, good!
Because the e is silent I but it on
the outside of the fourth box. Now what is the fifth sound I hear? /s/
/t/ /r/ /I/ /d/.
I know that the /d/ sound is made by d so
I will put that in my fifth box. Now we have spelled the word stride."
-
"Now we are going to spell some more
words with our letterboxes." Give students words using i_e=/I/ and
i=/i/
for review. After giving them time to solve each, model the correct way
to
spell each word.
- 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 write 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.
- Now pass out copies of Kite
Day at Pine Lake. "It is kite
day at Pine Lake. Jeff, Fay, and Jan all have their kites ready to fly,
but Bob
doesn't have a kite to fly. What will he do? We'll have to read to find
out." Have
students pair
up and read the story together using their different decoding
strategies.
- Now have students write a story
about flying a kite. Let them use their imagination to create places,
and story
lines. While they are writing, call students up individually and ask
them to
read the prepared list of pseudo words. This will show you whether or
not the
student understands the i_e=/I/ correspondence.
Resources:
"Who
Wants Ice Cream?" by Melinda Hardin
http://www.auburn.edu/academic/education/reading_genie/passages/hardinbr.html
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