Beginning Reading Design
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i_e = /I/
“Aye, my eye!”
Rationale:
This lesson teaches the long vowel correspondence i_e=/I/.
In order for students to be able to read they must learn the spellings that map the word pronunciations.
From this lesson, students will learn how to recognize, read, and spell words with the i_e=/I/ correspondence.
They will learn a meaningful representation (Pirate with an eye patch saying Aye Aye Captain), they will spell and read words with i_e=/I/ in a letterbox lesson as well as read a book with the correspondence.
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Materials:
1. Whiteboard
2. Dry erase markers
3. Letter boxes for every student
4. Letter manipulatives for all students
5. Moveable letters for the white board
6. Poster of man with hurt eye for “aye my eye”
7. Di and the Mice books
8. Worksheet for every student
9. Pencils
10. Poster of spelling words
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Procedures:
1. Say: In order for us to become expert readers we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with i, like tip, and today we are going to learn about long I and the silent e that makes I say its name. When I say /I/ I think of a funny little man sayong “Ay, my eye”
2. Say: First, we have to learn how to hear /I/ in words.
When I listen for /I/ in words, I hear I say its name /I/ and my mouth opens to make the long /I/ sound. Watch my mouth open when I say: hide. [model slowly] I heard I say its name and felt my mouth open to make the long /I. sound. We heard the long I sound in ride, lets see if we hear it in sit. No, I didn’t hear it. Did you see my lips open to make the /I/ sound?
· Now let’s try a few more words. I am going to say a word and you will say “Aye my eye” if you hear the long I sound in the word. If you don’t hear it say “NO, that’s not it!” Do you hear /I/ in bike, dive, pin, write, fire, fit, fin?
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3. Say: Now let’s look at how we spell /I/. One way to spell /I/ is with the letter I and the silent letter e. [ Write i_e on board] The silent e at the end tells me to say I’s name. The blank line tells me that a consonant goes in between the I and the e. When I want to spell the word kite, “The kite flew in the sky”, we listen for how many phonemes, or sounds are in the word. I stretch out the word k/i/t/e and count how many sounds we hear. I hear 4 sounds so I need 4 boxes. I heard the long I sound /I/ before the t so that means it includes the silent e. Now let’s say it slowly and listen for what letters we hear, “Kkkkk-iiii-ttttttttteee”. First we hear /k/, so we will need a k tile. Then we hear the long I sound. So we need the I. Next, we hear /t/, so we’ll put the t next. Now remember what do we need to make the I say its name? That’s right, we need an e. We will place the silent e at the end outside the 4th letterbox.
4. Say: Now it’s your turn to spell some words in letterboxes. Let’s start with hike; My family went on a hike around the lake. Which letter should go in the first box? [respond] What goes in the second? [respond] What goes in the third? [respond] Remember the I said its name so we need to include the silent e at the end. Next word: dive, I can dive into the pool. [give children time to spell it] Now we will check your work. Watch me spell it on the board, d-i-v-e. Now we will try the word shine, I have to shine my shoes. It might be a little bit trickier than the others. Let’s try to divide it by phonemes. [let students try to make phonemes for the word] Even though shine has 5 letters it has 4 phonemes. Sshhhh-iiiii-nnnnneeee. Let’s divide it by sounds. [we will have a phoneme for sh-i-ne, might have to do this one as a class because of blending sh] Check to see if you spelled it the same way! Let’s try another word with 3 letter boxes: fire; I love to sit around the fire and roast marshmallows. [have a student come up and model their work. Repeat for the next word] Lets try a word with 4 phonemes, spell crime, Stealing is a crime. For this word you need 4 letter boxes.
5. Say: Now we are going to read the words you’ve spelled, but first I am going to show you how to read a tough word first. [show a display of the word crime.] First we see that the word ends in e. That is my signal that the I will say its name. Then we will look at the I and know that the I will say its name /I/.
6. Say: You have done a great job reading the words with our new spelling!
Now we are going to read a book called Di and the Mice. This is a story about a girl named Di and some mice that she meets. Di meets the mice on the street. Let’s read and find out if Di becomes friends with the mice. [instruct children to pair up and take turns reading each page of the book while teacher walks around checking progress, after they read in pairs the class will read the book together stopping to talk about the plot.]
7.Say: Wasn’t that a good story? Did Di and the mice become friends? (wait for response) Yes! that’s right, they did! I am going to hand out a worksheet for you to work on on your own! First I want you to try to read all the words in the box and see which words have the long I sound like “Aye my eye!!!!”. If it has the long I sound, write the word on the line. Remember that the long I sound makes the i_e words! [collect worksheets when children finish and look at their progress]
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References :
Cassie Jones, I is Icky Sticky.
Delaney Obrien Aye Aye captain
Christiana Kirkham, Creaking Rocking Chair.
Resources:
worksheet https://myscres.com/worksheet/kindergarten-worksheet-long-i-25.html
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Back to website : http://wp.auburn.edu/rdggenie/home/classroom/
My email: scz0002@auburn.edu