Grab a SLICE of pizza!
Rationale: This lesson teaches children about the vowel correspondence i_e = /I/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling i_e. They will learn a meaningful representation (shivering like they are cold), 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:
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Graphic of ice
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Cover up critter
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Whiteboard
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Letterboxes
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Letter tiles
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List of spelling words on flashcards
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Decodable book – The Bike Ride
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Assessment worksheet
Procedure
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Say: In order 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 sip, and today we are going to learn about long I and the silent e signal that is used to make I say its name /I/. When I say /I/ I think of being cold like ice (show graphic). Now lets look at the spelling of /I/ we’ll learn today. One way to spell /I/ is with the letter i and a signal e at the end of the word to tell me to say I’s name. (write an i_e on the board) This blank here means there is a consonant after i, and at the end of the word there is a little silent e signal.
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Say: Before we can learn about the spelling of /I/, we need to listen for it in some words. When I listen to /I/ in words, I hear a say its name /I/ and my lips make a little shape like this (make vocal gesture for /I/). I’ll show you first: Slide. I heard /I/ and I felt my lips make a little (make an open mouth moved movement with lips closer together). There is a long I in slide. Now I am going to see if it’s in skip. Hmmm, I didn’t hear an /I/ and my lips didn’t make the shape. Now you try. If you hear /I/ say “I want a slice”. If you don’t hear /I/ say “that’s not it”. Is it in kit, bike, mice, slip, kite, still? (Have children make open mouth with lips closer together gesture when they say /I/)
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Say: Now let’s look at the spelling of /I/ that we’ll learn today. One way to spell /I/ is with the letter i and a signal e at the end of the word to tell me I’s name. (write i_e on the board). This blank line here means that there is a consonant after i, and at the end of the word there is a little e signal. What if I want to spell the word rice? “Katy’s favorite food is rice.” To spell rice in letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: r—i—c—e. I need 3 boxes. I heard that /I/ just before the /c/ so I’m going to put an i in the second box and the silent e signal outside the last box. The word starts with /r/, that’s easy; I need an r. Now I need an /I/ after the /r/. Now it’s a little tricky, do I hear an s or a c? I am going to say it slowly. R—i—c—e, I heard a /c/, so I need to put a c in the last letterbox. Now I’ll show you how I read through a tough word. Display a poster with “shine” on top and model reading the word) I am going to start with the i_e; that part says /I/. Now I’m going to put the beginning letters with it: s-h-i_e /shI/ now I will put that chunk together with the last sound, /shI-n/. Oh, like “look how the stars shine in the sky”.
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Say: Now I’m going to have you spell some in letterboxes. You’ll start out easy with three boxes for kite. A kite is a toy that you can fly in the sky on a string. “I like to fly my kite with my friends”. What should go in the first box? (respond to children’s answers) What goes in the second box? (let children answer) Lastly, what goes in the third box? What about silent e, did you remember to put it outside the boxes? I’ll check your spelling while I walk around the room (observe progress). You’ll need four letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for the /I/ and don’t forget to put out the silent e at the end outside the letterboxes at the end. Here’s the word: bride. (allow children to spell word) Time to check your work. Watch how I spell it in my letterboxes on the board, b-r-i-d-e and see if you’ve spelled it the same way. Try another with four boxes: slice. I want to eat a slice of pizza for lunch, slice. (have volunteer spell it in the letterboxes on the board and let children check their work. Repeat this step for each new word) Next word. Listen if this word has /I/ in it before you spell it: spin; she likes to spin in circles. Did you hear a silent e? Why not? Right, because we don’t hear /I/ say its name. We spell it with a short vowel i. (Volunteer spells it on the front board) Now let’s try 4 phonemes: pride; I show off my art with pride. One more then were done with spelling, this time you will need 5 letter boxes: stripe; The paper has a stripe down the middle. Remember to stretch it out to get this tough word.
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Say: Now I am going to let you read the words you have spelled, but first I’ll show you I would read a tough word. (display poster with stripe on the top and model reading the word) First, I see there’s a silent e in the end; that’s my signal that the vowel will say its name. There’s the vowel i. It must say /I/. I’m going to use a cover up critter to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel) s-t = st +r = str. Now I’m going to blend that with /I/ = strI. Now all I need is the end. /p/ = strIp. Stripe; that’s it. Now it’s your turn, everyone together. (have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.)
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Say: you’ve done a great reading words with our new spelling for /I/ = i_e. Now we are going to read a book called The Bike Ride. This is a story about a boy named Nate who has friends named Tim and Jan. Nate figures out that they are not that fun. Can Tim and Jan find a way for Nate to not play on the TV anymore? (children can pair up and take turns reading alternate pages each while the teacher walks around to check progress. After individual paired individual, the class rereads The Bike Ride out loud together, and stops between pages to talk about what is happening.)
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Say: That was a fun story. What got Nate’s mind off the television? Great listening, they took him for a bike ride. What did Nate carry on his bike? Yes, a kite is right. Before we finish up with our lesson on /I/ = i_e, I want to us to do a fun worksheet. On this worksheet I want you to work on blending these words and then color the picture that matches the word. (collect the worksheets to see child’s individual progress).
Resources:
Emma Talbot, Solve a CASE, with your MATE: https://eept2300.wixsite.com/mysite-1/beginning-reading
Julie Clark, It smells like Pie: https://julieclark216.wixsite.com/ctrdlessondesigns/beginning-reading-design
Geri, Murray, Jake Coils: https://slideplayer.com/slide/17025653/
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Bruce Murray, The Bike Ride: http://www.auburn.edu/academic/education/reading_genie/bookindex.html
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