Who Likes Ice Cream?! I do, I do, I do!

 

 

Beginning Reading Lesson Plan

Meg McWhorter

 

 

Rationale: This lesson teaches children about the long vowel correspondence i_e=/I/. Children must recognize the spellings that map out pronunciations in order to read. So, in this lesson, we will learn to recognize, spell and read words containing the I_e. Students will learn a meaningful representation (Who likes ice cream?! I do, I do, I do!), they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence i_e=/I/.

 

Materials: Graphic image of ice cream cone; cover-up critter; whiteboard; letterboxes; letter manipulatives for child and teacher: t, r, I, b, e, s, h, n, b, k, p, l, w, f; list of spelling words on cardstock to read: tribe, shine, bike, pile, wife, stripe; decodable text, Kite Day at Pine Lake; and assessment worksheet (http://www.aussiechildcarenetwork.com/kids_printables.php?worksheet=long_vowels_sounds_I&category=long_vowels).

 

Procedures:

 

1. Say: Since we already know how to read short vowel words with i, like tin, but let's look at long I and the silent e signal that makes I say its name, /I/! When I say /I/, I think, "Who wants ice cream? I do, I do!!" [Show image]. Let's now look at the spelling of /I/ that we are looking at today. It can be spelled with the letter I and the signal e at the end of a word to tell me to say I's name. [Write i_e on board]. What does that blank mean? Right! A consonant goes there!

 

2. Say: I can't wait to read but let's look at the spelling of /I/. Let's see if we can listen for it in words. When I hear I say its name, /I/, my mouth opens wide! [Make vocal gesture for /I/.] Let's see if I can do it: smile. I heard I say its name and my mouth open wide! Now you try. If you hear /I/, say, "I do, I do!" Is it in time, pants, strive, like, mice, moose? [Have students raise their hands like an I when they hear /I/].

 

3. What about the word admire? "She admired her mom for all the things she did for her family." Mire in this sentence means like or respect. How many phonemes are there? Let's stretch it and see, /m/ /I/ /r/. So I need three  boxes. I heard the I after the m, so I'll put the I in the fourth box and the silent e outside the last box. I hear the /a/ at the start and then the /m/. Next, I heard /I/. What is my last empty box? /r/! Now, I'll show you how to blend it together. Start with i_e that says /I/. Now, m-I-r. Oh! Mire! I don't want to fall in the mire!

 

4. Say: Now, you try to spell using the letterboxes. Let's start with an easy one with three boxes: bike. I love to ride my bike after school.  Did you remember the silent e outside the last box? I'll check on you while walking around room. [Monitor progress]. For the next word, you'll need three boxes. Remember to listen for the "I do, I do!" Here's the word: pile. [Students will spell the rest of the words, giving sentences for each word, tribe, shine, bike, pile, wife, stripe.]

 

5. Say: What's next? Reading! Let's read what we just spelled. [Show the words tribe, shine, bike, pile, wife, stripe and extra words rise and tire and pseudoword tripe. Have students read together. Then, call on individual until all have had a turn.]

 

6. Say: Great job learning and reading words with i_e=/I/! Now, let's read Kite Day at Pine Lake. It is a story about Kite Day at the lake. However, one boy doesn't have a kite and he is very sad. What do you think will happen? Let's take turns reading Kite Day at Pine Lake to find out. [Students pair up and read alternating pages and teacher monitors class progress. After individual reading, the class will chorally read and discuss after each page.]

 

7. Say: One last thing before we finish on i_e=/I/. Let's see if we can find the words with the /I/ sound. On this worksheet, you will have to pick between two words the word that has the /I/ sound. First, read all of the words and then pick the best one. Reread and check your answers! [Collect at the end to evaluate progress.]

 

Reference:

Geri Murray, Oh, I didn't know! http://www.auburn.edu/~murrag1/BRMurrayG.htm

Assessment worksheet: http://www.aussiechildcarenetwork.com/kids_printables.php?worksheet=long_vowels_sounds_I&category=long_vowels

Book: Kite Day at Pine Lake, Sheila Cushman

 

Students will work on worksheet as I pull small groups. Students will answer and read aloud five comprehension questions.

 

1. Who did not have a kite?

2. Who helped make another kite?

3. Where does this story take place?

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