Aye Aye Captain Jack!

i_e = /I/

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 that have the spelling i_e. They will learn that i_e says /I/ from tipping your hat “aye aye captain jack!”, they will spell and read words with this spelling in a letterbox lesson, and practice reading i_e=/I/ in a decodable book.

 

Materials: Picture of pirate captain Jack tipping his hat, cover-up critter, whiteboard Elkonin letter boxes for modeling and individual Elkonin boxes for students, letter tiles for each child, and magnetic whiteboard letters for the teacher (i,e,c,p,r,d,v,t,b,s), list of spelling words on whiteboard to read (ice, bite, pride, drive, tribe, sprite, scribe, track, frog, stuck, pseudoword chire), decodable book (Nate’s Bike Ride), crayons, and assessment worksheet (‘I’ sound buried treasure).

 

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 how to read short vowels with i, like bit, and today we are going to learn about long I and the signal silent e gives to make i say its name /I/. When I say /I/ I think of a pirate saying “aye aye captain!” (show image of captain jack tipping his hat). Now let’s look at the spelling of /I/ that we are going to learn today. One way to spell /I/ is with the letter i and the signal e to make i say it’s name, /I/. (write i_e on the whiteboard). This line in between the letters i and e means there is a consonant that comes after the letter i and then at the end of the word there is a silent e signal.

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2. Say, “Before we learn about the spelling of /I/ we need to listen for it in some words. In words I hear /I/ and my lips come apart and my mouth opens up tall like this (show vocal gesture). I’ll show you first: slide. I heard /I/ say it’s name and my mouth was tall and opened up. (show vocal gesture). There is a long /I/ in slide. Now i’m going to see if it’s in ship. Hmm, I didn’t hear /I/ say it’s name and my mouth didn’t open up tall. Now you try, if you hear /I/ say, “aye aye captain” and if you don’t hear /I/ say, “That’s not it.” Is it in tire, grace, smile, brine, club, sweet, strike? (children will say aye aye captain if they hear I say it’s name).

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3. What if I wanted to spell the word strive? “My mom has always said I should strive to do my best in school so I learn a lot.” Strive in this sentence means working your hardest. To spell strive in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /s/ /t/ /r/ /I/ /v/. I need 5 boxes. I heard that /I/ just before the /v/ so I'm going to put an /I/ in the 4th box and the silent e signal outside of the last box. The word starts with /s/, we need an s. Now it gets a little bit tricky, so I'm going to say it slowly, /s/ /t/ r/ /I/ /v/. I think I heard /t/ so I’ll put a t right after the s. One more before the /I/, let's say it again, /s/ /t/ r/ /I/ /v/ I think I heard /r/. I have one empty box now. (Point at the letters as you stretch out saying the word) /s/ /t/ /r/ /I/ /v/. The missing one is /v/ so let’s add our last letter. Now I'll show you how I would read a tough word. (Display on whiteboard the word chime and model reading the word). I’m going to start with the i_e which says /I/. Now i’m going to put the beginning letters with it: ch-i_e, /chI/ Now I’ll put that chunk together with the last sound, /chI-m/ “Oh, chime, like a wind chime hanging on my tree”

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 helps keep your drink cold. “I put ice in my drink to keep it nice and cold” What about silent e? Did you remember to put it outside the boxes? I’ll check your spelling as I walk around the room (observe progress). You’ll need three letterboxes for the next word. Listen for the sound at the beginning to spell in the first box. Then listen for /I/ and remember to put the signal silent e at the end, but outside of the boxes. Here is the word: bite. “I took a big bite of my lunch.” Bite. (allow children to spell the remaining words and give sentences for each word: ice, bite, pride, drive, tribe, sprite, scribe.)

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5. Say, “now I am going to let you read the words you have spelled (show the words they spelled ice, bite, pride, drive, tribe, sprite, scribe, and the extra words bride, twice, pseudoword chire and review words track, frog and, stuck. Have children read the words together. Afterwards, call on individuals to read one word on the list until everybody has read a word. 

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6. Say, “You have done a great job reading words with our new spelling for /I/. I_e. Now we are going to read a book called Nate’s Bike Ride. This story is about a boy named Nate who is not being very fun. Nate wants to stay in and watch television but his friend Tim wants to go play outside. Tim goes to his friend Jan for help. Will Tim and Jan be able to get Nate off of the couch to play with them? Let’s get paired up to read the book and find out. (Pair students up and have them take turns reading every other page while the teacher walks around the room monitoring their progress. After the class has completed individual reading the class will have a read aloud and discuss the plot of Nate’s Bike Ride using talk before you turn).

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7. Say, “Before we finish up with our lesson about spelling /I/ with i_e, I want you to see how you can solve a reading problem. For this worksheet we are given a secret code. Take out a yellow crayon and brown crayon. The short i brush should be colored yellow and the long I brush should be colored brown. (model in front of the room). We are going to color the word so it matches the code. If you hear the “aye aye captain /I/” in the word it will be brown and if you don’t hear it the word should be yellow. After you color the words, write them in the boxes below like this. (practice matching one word with the color code and writing it below). Now I want you to try them on your own. When you have finished matching and coloring please bring your worksheet to me. (Evaluate student progress).

 

Resources:

(worksheet) page 5 https://www.teacherspayteachers.com/Product/CVCe-Worksheets-Silent-E-FREE-2944353

(shake with jake and grace) https://hperalo18.wixsite.com/lessonplandesignctrd/beginning-reading by Hannah Peralo

(Captain Jack photo to save) https://www.pinterest.com/pin/765189792917994099/

(Fun and Games with Lad and Slim) Decodable Book  page 57-69 

Reading Genie here