Beginning reading design
Rationale- this lesson teaches children about the long vowel correspondence i_e=/I/. For the student to progress in reading they must learn to recognize new spellings that go along with pronunciations. In this lesson, they will learn how to spell, recognize, and read words that have the i_e spelling. They will learn a meaningful representation (a pirate saying aye aye!), they will spell and read words that contain the long I vowel in a letterbox lesson and then read a decodable book containing this correspondence. They will finish with a worksheet.
Materials- Picture of a pirate, letter box cards, letter manipulatives (h, i, d, e, m, c, s, b, l, m, k, p,r), cards with the words on them: hide, mice, scribe, slime, like, pride, decodable book Di and Mice, whiteboard for teacher modeling, assessment worksheet.
Procedures- Say: In order to become expert readers, we have to understand the code that tells us how to pronounce the words we are reading. We have already learned how to read the short vowel i words such as hit, and today we are going to learn about the long I vowel, along with the silent e that signals you to make the i_e say /I/. When I say /I/ I think a pirate saying “aye, aye captain” (show image). I am now going to write i_e on this white board. The blank represents a consonant that we put in between the i and the silent e, this lets us know that we say /I/. We pronounce the vowel correspondence i_e the same way we say eye. Can you pretend to be a pirate and say /I/?. We spell /I/ by putting a letter in between the i and the silent e on the end.
Lesson Reviews- Say: before we talk more about the spelling of /I/, let’s listen for it in some words. When I listen for /I/ in words, I hear i say its name /I/ and my mouth opens up nice and big (demonstrate this). Watch me first. The word bite- I heard i say its name and my mouth opened up wide to say /I/. Now what about click. I didn’t hear i say its name that time. Now you try. If you hear /I/ say “Aye aye captain” and if you don’t say “that’s not it”. In the words “like, ice, fight, fit, slide.
Model the new concept (letterbox)- Let’s try and spell some words with the long I sound. I am going to start with the word drive. “I will drive you to the park if you are good!” Drive means to get in a car and go somewhere in this sentence. To spell the word drive in letterboxes I need to think about how many phonemes I have in the word so let me stretch it out. /d/ /r/ /I/ /v/. I need 4 boxes. I heart the /I/ before the v so I am going to put an I in the third box and that means I need to put the silent e outside the boxes, he doesn’t have a home. The word starts with a /d/, so that means I put the letter d in the first box. Now one more letter to make it say drive, oh! Yes I hear the growling r. I need the letter r to say /r/. Now let me show you how to read a word with the long I correspondence. Let’s look at the word slide. I would first see that there is a silent e on the end, and an i in the middle so that says /I/. Now I put the beginning letters together to say s-l-i e, /slI/. Now I’ll chunk together with the last sound, /slI-d/, slide- like I went on the slide on the playground!
Activity- Now it is your turn to spell some words using our letterboxes. Start out with three boxes for the word kite. Kite is something you can fly in the sky. “we flew our kite on the beach”. Remember what we do with our silent e, and listen for what other sounds you hear. /k/ /I/ /t/. Good job! You put a k, i, t, and the silent e is outside the boxes. Now you will need four boxes for the next word- bride. “she was such a beautiful bride”. (complete the same letterbox steps for words- ate, lake, feet, hide, mice, scribe, slime, like, pride)
Now I want you to read the words you have spelled (show flashcards with words on them, and include pseudo word prike). Have the child read each word!
Reading- Now that we have practices spelling and reading words with the long /I/ vowel, let’s read a book! This book is called The Nice Mice. This is the story of two different mice. One of them is nice and the other not so much. What do you think will happen to the mean mouse? Let’s read and find out! (child holds the book and I use any scaffolding necessary (cover-up critters) to help he/she read the story.)
Assessment- Now let’s apply what we have learned! I want to see how you can solve a reading problem. This worksheet has some words missing. Your job is to look at the photo and write the name of the picture using the vowel correspondence i_e. Once you finish read all the words and listen to see if they say the “aye, aye” and have the /I/ sound. Check your answers to see if they make sense. (grade students individually)
References-
“ Oh I didn’t know”- https://murraba.wixsite.com/readinglessons/beginning-readingLinks to an external site.
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Resources-
Assessment worksheet- https://www.teacherspayteachers.com/Product/Long-i-Magic-e-Worksheet-3431724
Charles, R. (n.d.). The Nice Mice.
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