Learning I with Ike the Pup
Aye Aye, Captain
Rationale: This lesson teaches children about the long 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 (someone saying, Aye, Aye Captain) 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: Graphic image of a puppy saluting, saying Aye, Aye Captain; cover-up critter; letterboxes for modeling and individual letterboxes for each student; letter manipulatives for each child and letters for teacher: Place; list of spelling words on poster or flash cards to read: cot, sick, ice, time, drive, gripe, strike and stripe; decodable text The Bike Ride. and assessment worksheet. https://cdn.themeasuredmom.com/wp-content/uploads/2015/12/i-e-worksheet-3.jpg
Procedures:
1. 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 kick, 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 someone saying “Aye, Aye Captain!” [show graphic image]. 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 silent e at the end of the word to tell me to say I’s name. [Write i_e on paper.] This blank line here means there is a consonant after i, and at the end of the word there is a little silent e signal.
2. Say: Before we learn about the spelling of /I/, we need to listen for it in some words. When I listen for /I/ in words, I hear i say its name /I/ and my mouth is open and tongue is down. [Make vocal gesture for /I/.] I’ll show you first: tie. I heard i say its name and I felt my mouth open as I said /I/ [salute, say aye aye captain, as you point to your mouth to show it is open]. There is a long I in tie. Now I’m going to see if it’s in Kick. Hmm, I didn’t hear i say its name and my mouth wasn’t open wide it was closer together. Now you try. If you hear /I/ say, “Aye, Aye, Captain.” If you don’t hear /I/ say, “That’s not it.” Is it in bride, gain, pants, time, chime, lips? [Have children point to their open mouth & salute when they feel /I/ says its name.]
3. What if I want to spell the word slice? “I need to slice the lunch meat, so we can make our sandwiches.” Slice means cut in this sentence. To spell slice in letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /s//l//I//c/. I need 4 boxes. I heard that /I/ just before the /c/ so I’m going to put an i in the 3rd box and the silent e signal outside the last box. The word starts with /s/, that’s easy; I need an s. Now it gets a little tricky so I’m going to say it slowly, /s//l//I//c/. I think l heard /l/ so I’ll put a l right after the s. Next, I hear the /I/ so I will put that right after the l. Then I have one empty box now. [Point to letters in boxes when stretching out the word: /s//l//I//c/.] The missing one is /c/.
Now I’ll show you how I would read a tough word. [Display poster with spike on the top and model reading the word.] I’m going to start with the i_e; that part says /I/. Now I’m going to put the beginning letters with it: s-p-i_e, /spI/. Now I’ll put that chunk together with the last sound, /spI-k/. Oh, spike, like “Did the baby’s temperature spike after the medicine wore off?”
4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ice. Ice is frozen water, “When water freezes it turns into ice.” 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 three letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /I/ and don’t forget to put the signal silent e at the end, outside the boxes. Here’s the word: time, what time does the clock say? time. [Allow children to spell remaining words, giving sentences for each word: cot, run, drive, gripe, strike and stripe]
5. Say: Now I am going to let you read the words you’ve spelled. [Show the words: ice, time, drive, gripe, strike and stripe, and the pseudoword pime. Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
6. Say: You’ve done a great job and 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 three young kids, Nate, Time, and Jan. Tim is trying to get Nate to go hike, but he said it tires him. Tim and Jan go out and try to see if they can find a way to get Nate to come out and play with them! Let’s pair up and take turns reading The Bike Ride to find out if they can find a way to get Nate out from in front of the T.V. and play! [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads The Bike Ride together stopping between page turns to discuss the story.]
7. Say: Before we finish up with our lesson about one way to spell /I/ = i_e, I want to see how you can solve a reading problem. On this worksheet, we have some words missing. Your job is to look in the box of word choices and decide which i_e word fits best to make sense in the sentences. First try reading all the words in the box, then choose the word that fits best in the space. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]
Resources:
Beth Crenshaw, Uhhhh – I don’t know with U:
http://www.auburn.edu/academic/education/reading_genie/realizations/crenshawbr.htm
Caroline Colley. /I/, /I/ Captain!
https://mcc0052.wixsite.com/mysite/beginning-reading
Murray, G. (2007) The Bike Ride. Reading Genie:
http://wp.auburn.edu/rdggenie/home/geniebooks/bookindex/
Assessment worksheet:
https://cdn.themeasuredmom.com/wp-content/uploads/2015/12/i-e-worksheet-3.jpg
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Email me questions at Jls0114@auburn.edu
