top of page

 

 

 

 

 

 

"Aye" Can Read Long I

Beginning Reading Design

Kristen Hall

 

 

Rationale: This lesson teaches children about the correspondence i_e = /I/. In order to become expert readers, children need to be able to recognize the spellings that map out word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the vowel correspondence i_e = /I/. They will learn a meaningful representation (“Aye, Aye Captain!”), spell and read words containing the correspondence in a Letterbox lesson, and read the decodable book Kite Day at Pine Lake which focuses on i_e = /I/.

 

Materials:  

  • Graphic image of the pirate from Spongebob.

  • Cover-up critters.  

  • Smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student.

  • Letter manipulatives for each child and smartboard letters for teacher: c, d, e, h, i, l, m, n, p, r, s, t, w.

  • List of spelling words on smartboard to read: time, rise, hide, mice, twine, trip, strive, splice.

  • Decodable text: Kite Day at Pine Lake.

  • Assessment worksheet.

  • Primary paper (cut in the shape of kites) and string.

 

Procedure:

 

1. Say: In order to become expert readers and writers we need to learn the alphabetic code that tells us how to pronounce words. We have already learned how to read words with our icky, sticky short vowel i, like in the word thin. So today we are going to learn long i and how a sneaky e shows up at the end of a word to make short i say its name /I/. Raise your hand if you have ever seen the tv show Spongebob? How does the show normally start? (Show image of the pirate from Spongebob.)  Right! The pirate asks, “Are you ready kids?” and the kids answer, “Aye, Aye captain!” and then he says, “I can’t hear you!” and they reply even louder, “AYE, AYE CAPTAIN!” That is what I think of when I hear /I/.

 

2. Say: Now before we learn about the spelling of /I/ we need to see if we can hear it in some words. When I hear /I/ in words I feel my jaw drop and then spring back up like a bouncing ball. That is different from the way we say short i. When we say short i our mouth only moves a little! So let’s practice saying long /I/. Good! Did you feel your jaw drop and then spring back up? Now how would I find out if /I/ was in a word? Let me show you: bike. I heard i say its name and I felt my jaw drop down and spring back up in bike. What about pick? Hmmm i didn’t say its name and my mouth didn’t move, that must be our icky, sticky short i. Now you try! Salute and say “Aye, Aye Captain” when you hear /I/ in a word and if you don’t hear /I/ say “I can’t hear you!” Is it in pin, shine, pot, fly, night, run? Good job detecting /I/!

 

3. Say: Let’s look at how /I/ is spelled in words. One way to spell /I/ is with a silent e at the end of the word. (Write i_e on the board.) The blank in the middle means there will be a consonant after i followed by a sneaky, silent e. One way you can remember that is little i is out walking with his friend n and he is saying /i/, like in. All of the sudden sneaky e comes a creeping along silently and ‘BOO!’ he scares little i and makes him say his name! Now i_e = /I/, like fine. So what if I wanted to spell the word time? “Time flies when you are having fun.” In this sentence the phrase “time flies” doesn’t mean clocks are flying around my head, it means when I am having fun time passes quickly. To spell time in the letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /t/ /I/ /m/. I need three letterboxes. I heard /t/ at the beginning and I know t = /t/ so I will put t in the first letterbox. Next I hear /I/ so I know the letter i goes in the second box. But wait! I need something else to make i say its name. I need a sneaky e! But I only have one box left and I still need m = /m/ to spell time. Well I know i_e = /I/ so I am going to put the letter m in the third box and then put sneaky e outside of the last box. Now I am going to read it and check to make sure it sounds right, but I’m only going to sound out the letters that are in the boxes. (Run your finger under the word time and sound out each part of the word except the silent e.) I don’t need to say /e/ at the end of the word because this sneaky e is silent.      

 

4. Say: Now I am going to have you spell some words in letterboxes. You’ll start out with three boxes for the word rise. Rise means something or someone is going up. “The sun will rise every morning.” What should go in the first box? Good! What goes in the second box? What goes in the last box? Did you remember to put sneaky e outside of the boxes? Excellent work! (Walk around and observe the student’s progress.) You will still need three letterboxes for this next word. Be sure to listen for the letter that goes in the first box. Then listen for /I/ and don’t forget to put your sneaky, silent e outside the boxes! Here is the word: hide. “I hide when mom says I have to do chores; hide.” (Allow students to spell words.) Okay let’s check our work. Watch how I spell hide in my letterboxes on the board and see if you spelled it the same way: h-i-d-e. (Repeat this step for the word mice.) Did you put the letter s in the word mice? There is actually a different letter that says /s/ in this word. That letter is c! The letters ce together make the sound /s/. (Show students the correct spelling of mice on the board.) This time I want you to spell a word with four letterboxes. Here is the word: twine. Twine is a type of thick string. “I will tie the package with twine; twine.” (Have a volunteer spell it in the letterboxes for students to check their work. Repeat this step each new word.) Okay here is the next word. Listen carefully and see if you hear /I/ in this word. Trip, “If I don’t tie my shoe I might trip and fall; trip” Do you need a sneaky e on the end of this word? Why not? That’s right, i doesn’t say its name in the word trip. Now let’s try a word with five letterboxes. Are you ready? The word is strive. The word strive means to work really hard to reach your goal. “I will strive to make a 100 on my next test; strive.” Last one and then we are done with spelling. The word is splice. The word splice means to weave two things together. “We will splice the ropes together; splice.” (Remind students that ce = /s/.)

 

5. Now we are going to read the words we spelled, but first I am going to show you how I would read a tough word. (Write time on the board.) First, I see a sneaky e on the end of this word so I know my vowel is going to say its name. There is the vowel i so I know it will say /I/. I’m going to use a cover-up to help me read the first part. (Uncover each letter one at a time sounding out and blending.) /t/ /i/ /m/ oh yeah my sneaky e! /t/ /I/ /m/ this word is time! Now it’s your turn. I want everyone to read the words together. (Have the students read the words together with each word appearing individually on the smartboard like giant flash cards. Then, have the students come up individually to read the words until everyone has a turn.)

 

6. Say: You’ve all done a great job reading the words with our new spelling i_e. Now we are going to read a book called Kite Day at Pine Lake. Booktalk: Has anyone ever flown a kite before? Well this group of friends goes out to Pine Lake to fly kites. But Bob has no kite to fly. Look at how sad he looks in the picture. Will Bob get to fly a kite with his friends? You’ll to read to find out! Let’s pair up and take turns reading Kite Day at Pine Lake. (Students will pair up and take turns reading Kite Day at Pine Lake to each other. One child will read one page and then the other child will read the next page. Walk around and monitor their progress by encouraging them to use strategies such as finishing the sentence, using cover-ups and going back to reread sentences when they have trouble reading words. After individual paired reading, have the entire class reread Kite Day at Pine Lake together, stopping periodically to discuss plot.)  

 

Assessment: Have students complete White Kite- Make a Rhyme worksheet individually.

 

Extension: If there is extra time or if students finish the worksheet early, they can write a message based on this prompt: Say, “In our story Bob’s friends made him a kite so he could have fun too. What is something nice you could do for a friend this week?” (Have students write their answers on primer paper cut in the shape of a diamond to look like a kite, and attach a string to the bottom. Hang the kites in the classroom or on a bulletin board and label the activity “I Shine By...”)   

 

 

 

References:

 

Jessica Clark, Aye, Matey!

https://sites.google.com/site/mrsclarkslessondesigns/home/beginning-reading-design

 

Graphic Image:

http://www.sungerbob.net/images/painty-the-pirate-01.jpg

 

Decodable text: Cushman, Sheila. Kornblum, Rona. Kite Day at Pine Lake. Carson, CA. Educational Insights. 1990. Print. 

 

Assessment worksheet: https://www.pinterest.com/pin/179369997630859182/

 

 

 

 

 

 

 

 

bottom of page