Rationale:

This lesson will guide students through learning about long vowel correspondence i_e= /I/. For children to become exceptional readers they need to know how to identify the spelling of word pronunciations. In this lesson, the students will practice spelling and reading words with i_e=/I/. To represent what /I/ says they will learn a pirate saluting saying “aye, aye, captain”. They will use this representation to help them spell and read words in a letterbox lesson and read a decodable book that is focused on the i_e correspondence. 

 

Materials:  

• A graphic image of a pirate saluting; cover-up critter

• Letterboxes on a whiteboard

• Individual letterboxes for each student, letter tiles: b, c, d, e, g, i, k, l, m, n, r, s, t, v, w

• List of spelling words on a poster to read: ice, bike, line, kite, smile, twice, slide, bring, strike, drink, strive

• Students need pencils

• The worksheet

• The decodable text, "Nate's Bike Ride

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Procedures: 

1. Say: Who wants to become an expert reader? If you want to become a great reader you need to learn how to pronounce words. We have already learned what sound the short vowel i makes. It is the i sound in b-iii-g (big). Since you mastered the short i sound today we will learn what sound long I makes and how a silent e will make I say its name, /I/. To remember what /I/ says I think of a pirate with a big mustache who salutes his captain and says “aye, aye, captain”(show image of pirate). Now that we know what /I/ says we are going to see how you spell it. There is more than one way to spell /I/, but the one we will learn today is with the letter i and a signal e at the end of the word to make /I/ say its name (show on the whiteboard how it is written i_e) The space in between the letters mean that a consonant goes after i, and at the end of the word there is a silent e signal. 

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Lesson Review:

1. Say: To help us identify the spelling of /I/ we need to first learn how to listen for it. When I read a word where /I/ says its name I feel my mouth stretch out wide kinda like I am about to smile but with my teeth apart (say the /I/ sound to model what your month does). I will give you an example: five. Yes, I definitely heard /I/ say its name and I felt my mouth stretch out wide. Now, what about the word fish? Well, I didn’t hear /I/ say its name, and my teeth did not come apart as much as they did with the long I sound. Now that I have modeled how to do it I want you to try. If you hear /I/ I want you to salute like a pirate but if you don’t I want you to hold your finger like a hook (show how to make your finger a hook like a pirate) Do you hear it in spring, mine, blast, snake, slide? (Have the children say aye, aye when they hear the /I/ sound). 

 

Model the new concept or strategy:

1. What if I wanted to spell the word strive? “I will strive to make an A on my spelling test” (this means you really want something and will work hard at it). To spell strive in the letterboxes I first need to know how many phonemes I have in the word so we are going to stretch it out and count it: /s/t/r/I/v/. I need 5 letterboxes. I think I heard the /I/ like a pirate right after the r so I will put an i in the 4th box and a silent e outside of the boxes because it doesn’t make a sound. Next, the word started with a sneaky snake s so I will put that in the 1st box. Then, I heard a t sound after the s. Let’s listen again: sss-t-t-rrr. Oh! I hear a r next. We already have the i in the 4th box so the last sound is v. Now that I have shown you how to spell a tough word I will show you how to read one next. (show on the whiteboard the word slide). I will start with the i_e; we know now that that says /I/. So now I am going to start with the beginning letters: s-l-i_e, /sli/. Next, I will put the chunk together with the last sound, /sl”I”d/. Oh! That word is slide, like “I like to slide at the park”.

 

Activity includes guided practice:

1. You are going to show me how you can spell in letterboxes. We will start easy with 2 boxes for ice. “He likes ice in his tea” Do you remember where I put the silent e? Did you do the same thing? I will be walking around to make sure everyone understands. (walk around to check on students). For the next word you will need 3 boxes. Listen for the first letter and then for the /I/ sound, but don’t forget to put the e outside of the boxes. The next word is bike, “I love to ride my bike at the park” (Give the children the rest of the words and a sentence for each: line, kite, smile, twice, smile, bring, strike, drink) 

2. Say: You all are doing such a great job spelling the words so, now we are going to read some words. (give them the same words that they spelled but add the pseudoword wite) We are going to read the words all together. Is there anyone who would like to read a word? (call on students to read the words by their self)

 

Booktalk:

1. I am so proud of how well you all are doing reading and spelling the i_e words so now we will read a book to practice. We are going to read “Nate’s Bike Ride”. This story is about a boy named Nate who is not much fun. His friends want him to play outside with them. Do you think they will be able to get Nate away from the TV”?. Find your partner and take turns reading the pages to find out what Nate does! (have the students pair up with their partners who are already assigned. Walk around to check their progress and then read it as a whole class after everyone finishes. This should include talk-before-you-turn)

 

Assessment:

1. Say: I want to see what experts you all have become on i_e. On this worksheet, you will read the sentence and see which i_e word from the box the sentences are describing. After you choose a word I want you to reread the sentence and make sure it makes sense. (make the students turn it in after they finish)

 

Resources: 

• Geri Murry, Oh, I Didn't Know! 

https://murraba.wixsite.com/readinglessons/beginning-reading​ 

• Book, "Nate's Bike Ride": 

https://www.amazon.com/Bruce-A.-Murray/e/B07VH5LHWG?ref_=pe_1724030_132998060 

• Assessment worksheet:

https://pin.it/2Ehcwfl 

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