Beginning Reading Design

Aye, Aye Captain!

Amelia Welch

Rationale: This lesson teaches students 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 meaningful representation (the pirate saying “Aye, aye”). They will also spell and read words containing the spelling in a letterbox lesson and read a decodable book that focuses on the correspondence i_e.

Materials:

Animated image of pirate saying “aye, aye,” which is the sound i_e makes once spoken
Cover-up critter
Whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin letterboxes for each student
Letter manipulatives for each student: c, d, e, g, h, i, k, l, m, n, p, r. I will list the words on a poster or whiteboard to read aloud: it, ice, ripe, time, hike, glide, spice, shrine, lipe
Decodable text Nate’s Bike Ride
Assessment worksheet.

Procedures:

1. Say: This week we will be working on the long vowel /I/. Last time you crushed the short vowel /i/ sound! Remember the words we did with short /i/? Here are a few of those short /i/ words to remind you is, in, hit, twig, lift, spit. See, you remember! Great job! Well, today we are going to learn about the long I and the silent e signal that is used to make I say its name, /I/. When I say /I/ I think of a pirate on his big and bulky pirate ship saying, “Aye, aye Captain!”

2. Say: Now that you have written down the new sound and long vowel i_e = /I/, let’s listen for it in some words I will say. My mouth opens and my lips come together when I say /I/. Try it, say /I/ with me. Great job! Now say “ice,” did you hear long vowel /I/ in that word? I think I saw my mouth and yours open and our lips come together, so yes! It did say /I/. Now let’s see if it is in “sit.” Say it with me. “S-i-t.” Hmm, I did not hear a long /I/ and my mouth did not open wide. What do you think?

3. Say: Now that we can hear the new sound, let’s look at the spelling of /I/! 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 i_e on the board and then let the him/her write it on the board underneath]. 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. What if I want to spell the word we said earlier, “ice.” “The ice is really cold.” To spell this word we are going to use some letter tiles. However, we need letterboxes to out the letter tiles in. To spell ice in letterboxes, we need to know how many phonemes are in this word. So, try to stretch it out with me: i-c-e. I need 2 boxes because e is silent! I heard the /I/ before the /c/ so am going to put /I/ in the first box, /c/ right after it in the second box, and the silent e is the last letter! Great job! Let’s try another so you can nail it down with me!

4. Say: Now let’s have you try some on your own! We did ice and ripe. Let’s start off with the word “time.” “I wonder what time the movie will start?” What should we do first? [Let him/her guess] You are right! Phonemes for letterboxes! How many phonemes does “time” have?” [child answers] Correct or if incorrect, no worries, there are 3! What sound do you hear first? [child answers] Yes, I hear a /t/ too! I also hear our new sound, what was that again? [child answers] Right! And that means we have a silent e at the end. Well done! Let’s do a few more: hike, glide, spice, shrine, and lipe.

5. Say: Now I will let you read the words that you have spelled. (Show the words it, ice, ripe, time, hike, glide, spice, shrine, lipe (pseudoword)). Allow them to volunteer and use their cover-up critter to discover each sound and blend to make the word if cannot get it.

6. Say: You have done great a job learning, spelling, and saying our new sound i_e = /I/. Now we are going to read our book Nate’s Bike Ride. This book is about Nate and how he is not much fun. Can Tim and Jan get their friend away from the T.V.? What do you think will happen? [child guesses] Let’s read it to find out!

7. Say: Man! I am just blown away! I loved that book and ending of Nate finally riding his bike with Tim and Jan. Did you like it? Did it end how you thought? Well, we have one more final thing to make sure you have gone the “Aye,Aye Captain” long vowel /I/ down pat forever! [Hand out assessment worksheet] You will circle the word that goes with each picture. Make sure you read and look at each picture carefully before choosing and circling your answer. I will call you individually to check your answers when you have had enough time to complete the worksheet! [calling individually will let me see if each child is getting it]

Resources:

Katy Price Lesson: https://kep0052.wixsite.com/my-site-2/beginning-reading

Bruce Murray decodable book: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

Assessment Worksheet: https://www.teacherspayteachers.com/Product/Long-Vowel-Worksheets-Free-5058466#