AYE AYE CAPTain

Rationale: This lesson teaches the long vowel correspondence i_e=/I/. In order for students to be able to read they must learn the spellings that map the word pronunciations. From this lesson students will learn how to recognize, read, and spell words with the i_e=/I/ correspondence. They will learn a meaningful representation (Pirate with an eye patch saying Aye Aye Captain), they will spell and read words with i_e=/O/ in a letterbox lesson as well as read a book with the correspondence.

Materials:

Whiteboard
Dry erase markers
Letter boxes for every student
Letter manipulatives for all students
Moveable letters for the white board
Poster of pirate with an eye patch
Di and the Mice books
Worksheet for every student
Pencils
Poster of spelling words

Procedures:

Say: In order for us to become expert readers we need to learn the code that tells us how to pronounce words. Today we are going to learn about long I and the silent e that makes I say its name. When I say /I/ I think of a pirate with an eye patch saying “Aye Aye captain!” [show graphic]

2. Before we learn how to spell words using /I/ we have to first learn how to hear it in some words. When I listen for /I/ in words, I hear I say its name. When I say it my lips make a big O! Watch my lips and see them make a big O when I say: ride. [model slowly] I heard I say its name and felt my lips open big to make a big O shape. [trace lips] We heard the long I sound in ride, lets see if we hear it in sit. No, I didn’t hear it. Did you see my lips make a big O shape? Now lets try a few more words. I am going to say a word and you will say “AYE AYE” if you hear the long I sound in the word. If you don’t hear it say “NO, that’s not it!” Do you hear /I/ in bike, dive, pin, write, fire, fit, fin?

3. Now lets look at how we spell /I/. One way to spell /I/ is with the letter I and the silent letter e. [ Write i_e on board] The silent e at the end tells me to say I’s name. The blank line tells me that a consonant goes in between the I and the e. When I want to spell the word bride, “The bride looked beautiful at her wedding”, we listen for how many phonemes, or sounds are in the word. I stretch out the word b/r/i/d/e and count how many sounds we hear. I hear 4 sounds so I need 4 boxes. I heard the long I sound /I/ before the d so that means it includes the silent e. Now lets say it slowly and listen for what letters we hear, “Bbbb-rrrr-iiii-ddddeee”. First we hear /b/, so we will need a b tile. Next it gets a little bit trickier, we hear the r sound. Then we hear the long I sound. So we need the I. Then we hear /d/, so we’ll put the d next. Now remember what do we need to make the I say its name? That’s right, we need an e. We will place the silent e at the end outside the 4th letterbox.

4. Say: Now it’s your turn to spell some words in letterboxes. Lets start with hike; My family went on a hike around the lake. Which letter should go in the first box? [respond] What goes in the second? [respond] What goes in the third? [respond] Remember the I said its name so we need to include the silent e at the end. Next word: dive, Over the summer I learned how to dive into the pool. [give children time to spell it] Now we will check your work. Watch me spell it on the board, d-i-v-e. Now we will try the word shine, It hurts my eyes when I look directly at the sun shine. It might be a little bit trickier than the others. Lets try to divide it by phonemes. [let students try to make phonemes for the word] Even though shine has 5 letters it has 4 phonemes. Sshhhh-iiiii-nnnnneeee. Lets divide it by sounds. [we will have a phoneme for sh-i-ne, might have to do this one as a class because of blending sh] Do Check to see if you spelled it the same way! Lets try another word with 3 letter boxes: fire; I love to sit around the fire and roast marshmallows. [have a student come up and model their work. Repeat for the next word] Lets try a word with 4 phonemes, spell crime, Stealing is a crime. For this word you need 4 letter boxes.

5. Say: Now we are going to read the words you’ve spelled, but first I am going to show you how to read a tough word first. [show a display of the word crime.] First we see that the word ends in e. That is my signal that the I will say its name. Then we will look at the I and know that the I will say its name /I/.

6. Say: You have done a great job reading the words with our new spelling!

Now we are going to read a book called Di and the Mice. This is a story about a girl named Di and some mice that she meets. Di meets the mice on the street. Lets read and find out if Di becomes friends with the mice. [instruct children to pair up and take turns reading each page of the book while teacher walks around checking progress, after they read in pairs the class will read the book together stopping to talk about the plot.]

7. Wasn’t that a good story? Did Di and the mice become friends? Yes that’s right they did! I am going to hand out a worksheet for you to work on on your own! First I want you to try to read all the words in the box and see which words have the long I sound like “Aye Aye Captian!!!!”. If it has the long I sound, write the word on the line. Remember that the long I sound comes from i_e words! [collect worksheets when children finish and look at their progress]

References :

Cassie Jones, I is Icky Sticky. https://casspjones2016.wixsite.com/mysite/beginning-reading

Christiana Kirkham, Creaking Rocking Chair. https://ckk0011.wixsite.com/mysite-1/beginning-reading

Resources:

worksheet https://myscres.com/worksheet/kindergarten-worksheet-long-i-25.html

Questions Email: Delaney O'Brien

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