Beginning Reading

Ice, Ice, Baby!

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 be able to recognize, spell, and read words containing the spelling i_e. They will learn a meaningful representation (putting a big spoonful of ice cream in their mouth when it opens big to say /I/), they will spell and read words containing this spelling in a letterbox lesson and read a book that focuses on the correspondence i_e = /I/.

Materials: Letterboxes, letter tiles, whiteboard, a graphic of a snow cone, cover-up critter, flashcards with long I words, decodable book- Sky Ride, assessment worksheet.

Procedure:

Say: To become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowels and words with /i/, like sit, and today we are going to learn about long I and how e at the end of a word makes the I say its name! When I say /I/ I think about putting ice cream in my mouth! Your mouth opens wide to fit all the ice cream in! Now let’s look at the spelling of /I/. One way to spell /I/ is with the silent e at the end that makes I say its name! When we look at a word with an I in the middle and an e on the end, I know to say /I/.
Say: To start off, lets listen for /I/ in some words. I would like everyone to say /I/ loud! Notice the shape that your mouth makes when you say it. When I am deciding which words say /I/ I notice my mouth shape. In the word ripe, I feel my mouth open widely and I know there is a long I! The next word we’re going to try is trim, my mouth does not open very wide, so I know that there is no /I/ in trim. Let’s do it together now, is /I/ in knit? Kite? Fit? Rice? Bike?
Say: The next thing we’re going to do is spell /I/. Today we are learning about how e at the end makes I say its name. Let’s start with bike. (draw _i_e on the board) now we have our vowel I and we’re learning that there will be an e on the end so let’s find out our other letters. I hear /b/ at the beginning and /k/ in the middle right? So, we spell it b i k e.
Say: Now we are going to try with our letter boxes. We put letters in the box when we hear them in the word. Now, do you guys hear the e at the end of the word life? We don’t! so we do not put e in a letter box. Let’s practice all together. Our word is kite. Let’s get out 3 letter boxes and put them on out desk. Now what’s our vowel? I! that goes in the middle, now /k/ is what letter? K, correct! What do we hear after I? /t/ is T! and now we put our silent e at the end! The class will practice with ripe, time, vine, and hide.
Now let’s practice how to read a tough word with i_e that we might not know. If I were to read the sentence, “Pam has a white dog”, I might get stuck on the word white. I would grab my cover up critter and slowly sound out the letters. /w/ /h/ /i/, but I know because there’s an e at the end that I is going to sound like /I/ and theres a t at the end, so /w/ /h/ /I/ /t/! That’s white!
Now that we have learned about i_e let’s read a book called “Sky Ride”. This story is about a dog named Sky who has fun with his friends on his bike! Lets see what they do together! After we read the book together, they will read the book with a friend while I walk around the room and check for progress.
Now let’s practice how much you know! I have a fun worksheet for us to complete about i_e.

Sources:

Starfall, “Sky Ride” https://www.starfall.com/h/ltr-lv-i/sky-ride/?sn=ltr-classic

Assessment worksheet: https://www.education.com/worksheet/article/read-and-find-long-i/

Katy Price, Grab a Slice of Pizza! https://kep0052.wixsite.com/my-site-2/beginning-reading