I,I,I,I

A beginning Reading Lesson

By: Katie Nirschl

Rationale: In this lesson students will learn about the i_e=/I/ correspondence with the visual aid of people sayin I,I,I at a fiesta.  It is important for students to learn the different correspondences in order to be able to read.  Students will learn how to recognize the i_e correspondence, along with how to spell and decode a word containing the i_e correspondence.  Students will practice spelling with the i_e correspondence in the letter box lesson, followed by reading a decodable book focusing on i_e.

Materials:  Graphic of dancing cactus, square letters, letter boxes, decodable text Kite Day at Pine Lake, notecards, smart board.

Procedures:

Say: In order to read we must understand the alphabetic code that tells us the sound the letters make.  We have already learned about how we pronounce the words like mit that have the short i.  Today we are going to learn about when the vowel I is followed by a consonant then a silent e the vowel says its name.  I think of a Mexican Fiesta where everyone is yelling I,I,I,,I,I, when I say /I/.   (Show graphic image) Let’s talk about one spelling that says /I/.  For example pride is a word with I in it that ends with a silent e , so it says /I/.  Write on smart board pride.   See how there is a consonant between the vowel and the silent e?  This tells us to say /I/.

Say:   Now we need to learn how to spell words with i_e, we need to listen for words with the /I/ sound. When I listen for the /I/ sound the letter says its name and my mouth is open and my lips tighten a little like when you smile.  Now you try and say /I/.  Turn to your neighbor and listen and watch each other’s mouth’s when they say /I/.  Now I am going to say a word and see if I hear the /I/ sound and feel my mouth gesture.  Pride, P-r-i-d now I head the /I/ saying I, like at a Mexican fiesta where they go I,I,I,I.  Now I’m going to see if I hear it in trip, T-r-i-p.  No, I didn’t hear the /I/ sound, I hear the /i/ sound and my mouth was closer together instead of open like when I say /I/.  Now you try.  When I say the words if you hear the /I/ go I,I,I,I like your celebrating hearing the /I/ sound.  If you don’t hear it just don’t say anything.  Slice, bike, skid, like, lift, sprite, smile, link.

 

Say: Now we are going to do an activity called Letter Box Lesson that helps us spell.  If I want to spell the word bike like “I want to ride my bike to school.”  First, I want to know how many phonemes there are (or different sounds I hear) so I know how many boxes I need.  So, I am going to have to stretch out bike to see how many boxes I need (stretch out bike) /b//I//k/.  I heard 3, so I need 3 boxes.  So now I am going to place in the boxes letter tiles that represent the sounds I hear.  The first sound is /b/, so I put the letter b in the first letter box.  The next sound I hear is the /I/ like at a Mexican Fiesta people are screaming I,I,I,I, so I will put an i in the second letter box.  The last sound I hear is /k/ which is a k.  So, I will put a k in the last letter box. Since the letter I said its name I have a silent e at the end of my word so I am going to put it outside of the last letter box. This shows that the e is silent when it is not on a letter box.   Now, I will show you how to decode this word if you were not sure how to pronounce it.  First, I am going to start with the i_e sound that says /I/.  Next, I will put the beginning letter b with it, b-i_e (/bI/).  I will blend this chunk with the last sound.  /bIk).  It says bike!

 

Say:  Now you are going to spell some words in the letterboxes.  We will start with 3 letter boxes first for the word bite. “I am going to get a quick bite to eat.”   What goes in the first box (respond to children’s answer).  Okay, now what goes in the second box (respond to children’s answer). Now what goes in the third letter box?  Good, now don’t forget we put in e outside the boxes to show it is silent. Tell students the next words will need 4 letter boxes and allow them to practice spelling the words providing sentences with each (slide, price, crime, gripe, spite).  Walk around room to provide assistance to anyone who needs it, while checking progress.

Say: Now you will read the words you have just spelled.  (Pull up words on smart board and have the students read in unison.  Add the words swine, brine, and the pseudo word dripe). 

Say:  Y’all have done a great job with the i_e correspondence so now we are going to read a book that has a lot of this specific correspondence in it.  The book is called Kite Day at Pine Lake.  The book is about friends who decide it is a great day to fly kites so we have to read to find out what happens while they are flying kites.  Now, I want you to turn to your neighbor and alternate reading.  One person reads the first page, and then the other person reads the next and so on. (After the students are done reading to each other we will read the book aloud together stopping at places to discuss the story). 

Say: Now that y’all are experts on the i_e correspondence I am going to have y’all do a worksheet on it.  The worksheet has pictures and a set of words.  You are to write the word underneath the correct picture.  After you have done that you must color in all the pictures with the i_e correspondence.  (While everyone is working on their worksheet call individual students come back and read words after index cards from the words spelt in the letter box lesson including kite, pine and pseudo word dripe. When everyone is done collect the worksheets to assess each student’s progress.)

Worksheet:

                      

                

Kite        Smile        Bride        Cake        Swine        Brick

Resources:

Murray, Geri: Oh, I didn’t know. http://www.auburn.edu/~murrug1/BRMurrayG.htm

Cushman, Sheila& Kornldum, Rona: Kite Day at Pine Lake. 1990. Print

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