Let's Go Fly a Kite

Beginning Reading Lesson Plan

Rachel Cummings

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 Pine Lake. (Phonics Readers Long Vowels, Book 5, Long i). Publisher: Educational Insights 1990.

- 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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