Flying High With My Kite I

 

 Beginning Reading

By: Heather Henley

 

 

Rationale: There are many different correspondences that students have to master in order to be considered skillful readers. After learning the short vowels, the students can be introduced to the long vowel sounds. The focus of this lesson will be i_e=/I/. Students will learn this through practicing the mouth movements, the sound, and applying their knowledge with reading and the letter box lesson. At the end they will hopefully be able to recognize when the sound is /I/.

 

Materials:

Assessment Worksheet, from Galactic Phonics website

Di and the Mice

Letterbox

Word list: hide, vine, like, rice, time, tribe, bright, strike, tip, hit, dribe

Letter tiles: h, i, d, n, e, l, k, v, m, t, c, r, b, g, h, s, p

 

Procedures:

1.Show the students the picture card for long /I/. The card will have the letter “I” and a kite. Discuss the hand gesture that goes along with the picture. Say, “A great way to remember the long vowel I sound is by holding your hands up like you are flying a kite. (demonstrate).” Let students practice. “Can anyone tell me if you hear /I/ in fliy, high, and kite?” Take volunteers and see if they get it right. Say, “Right, the long I is in each of those words!” Discuss the mouth positioning when the letter I is being spoken. Say, “The mouth is slightly open with a voiced sound coming from the back of the throat area being slightly pushed out with air.”

 

2. Next the students will practice hearing the sound. Say, “Now we are going to listen to some words. When I say the word, if you hear /I/ in it I want you to make the kite flying motion (demonstrate). If you do not hear the /I/ then I want you to just sit still.” The list of words is: Flight, bite, flag, site, cook, bake, try, light, sit, pine. If the students are having trouble with this, allow more time for practice. Say, “Now that we know how to listen for /I/, lets practice writing it. For the big I, we make a line from the roof to the sidewalk. Then we make a horizontal line at the roof and the sidewalk. (demonstrate). For the little i, make a line from the sidewalk to the fence and then put a dot over the line (demonstrate). I want you to each practice writing the big and little I five times. Raise your hands when you finish so I can check your work.

 

3. The next part of the lesson includes practicing spelling some words using our letterboxes. The words for this lesson include 3, 4, and 5 phoneme words. Lay out the letters and letterboxes needed for the students to spell the words from the list. Explain that each box represents each letter sound in a word. If this is the first time to use a letterbox, go in to more detail and model how to do it. First model how to spell a word using the letterboxes. Say, “I am going to spell the word ride to demonstrate what you are to do.” I will lay out three letterboxes because I know that the word ride has three phonemes.” Start modeling process: Ride. /r/, the letter r will go in the first box. /I/, the letter i will go in the second box. /t/, the letter t will go in the third box and I will place the letter e beside the third box on the outside because it is a silent e. Say, “Another word we might need to spell is shine. How do we sound out shine? Sh/I/n/ shine. Can you hear all of the sounds? We have to remember that there is a silent e on the end. See if you can write the word.”

 

4. Now go through the words with the students and have them spell all the words in the letterboxes. Start with three letterboxes and work your way up. Have the students spell: hide, vine, like, rice, time, tribe, bright, and strike. After they have finished spelling the words show them flashcards with the words written on them. They should be able to read the words off the cards. Model the first one. Say, /h/ /I/ /d/. hide.

 

5. Say, “Now I am going to have you read the words you have spelled.” Show the list of words from step 4. Add extra words hit, tip, and the pseudoword dribe. Give context for each word after students read to make sure they understand the words.

 

6. Next part of the lesson is reading a book. A good book for this lesson would be Di and the Mice. Pass out copies of the book to the students and give a book talk. Say, “Now we are going to read a book. This story is about a girl named Di who likes to ride her bike. She is riding her bike one day and stopped for lunch by some vines. While eating she sees something white in the vines. What could possibly be white in the vines? We will have to read to find out.” By having the students read this book will reassure that they can read words with the long vowel I correspondence. Reread the students if necessary.

 

7. After the students feel confident about their knowledge on i_e=/I/ give them the assessment worksheet. In this worksheet the students will look at the picture and spell what is pictures. They will also fill in “i” and “e” in the fill in the blank words. This will allow the students practice with the long I concept, both spelling and reading the words.

Another assessment the students will do is:

            I will add a list of pseudowords to the phonics worksheet. I will individually call the students up to read the following words: stike, pripe, libe, zile, cribe, pime.

 

Reference:

Reading Genie Website, Flying High With I. Author: Heather Smith http://www.auburn.edu/academic/education/reading_genie/sightings/smithbr.html

 

Assessment worksheet: Galactic Phonics Website, http://www.galacticphonics.com/longvowels/i-e/resources/i-epictures.pdf

 

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

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