​

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rational: This lesson teaches the vowel correspondence i_e =/I/. So that students can become efficient readers, they must first learn their letters, the meaning of those letters (the sound), and the spellings that are created with those letters. In this lesson we’re going to wine and dine to teach your students a meaningful representation (SpongeBob Squarepants gif with pinky ups), they will learn to spell and read words with i_e, as well as recognize the vowel correspondence in it’s written form.

 

Materials:

• Spongebob SquarePants and Patrick gifs with their pinky’s up drinking tea

• cover-up critter

• smart board/whiteboard/chalkboard—whatever it is that you have available to you in order to model spelling in front of the whole class

• Elkonin boxes for kids

• Magnetic letters: h, i, d, e, f, r, v, s, n, l, m, p, z

• Letter Manipulatives for children: h, i, d, e, f, r, v, s, n, l, m, p, z

• Spelling list on whiteboard or on a poster: hide, fire, hive, shine, slime, and prize

• Book: Kite Day at Pine Lake

• Assessment Worksheet

Procedure:

1. Say to classroom: Alright ladies and gentleman, we’ve got another case to crack the alphabetic code so that we can pronounce more words! This time we’re going undercover as royalty to a ball or the king and queen, so take a seat at your tables ladies and gentlemen. We’ve learned the short vowel i, and that it makes the /i/ sound, like in tip. Today we are going to learn the long vowel i_e and it’s sound /I/. The e at the end is silent and it is going to be a signal. It’s how we know that we’re going to use the /I/ sound. 

2. Say to classroom: First we need to learn to recognize the /I/ sound in words. Notice the mouth movements I make when I say /I/. My lower jaw drops down as my lower lip also moves down so that my mouth is open. It’s almost like I’m opening my mouth to each something. Let’s pretend you have a huge piece of  food on your plate, it can be whatever food you like, and you take a huge scoop of it and lift it up to your mouth to take a bite. Did you recognize the way that your mouth moved? Someone show me how. That’s how our mouth moves when we pronounce the vowel i_e, /I/.  If I say the word rise, I feel my jaw drop. (Say it in front of them and point out your jaw dropping as you say the /I/ sound). So I hear the long vowel I in rise, but let’s see if we can hear it in the word, tip. I don’t hear /I/, I hear /i/, my jaw didn’t drop.  Now it’s your turn to try. I’m going to say a couple of words and if you hear the /I/ sound, we’re going to take our cups and drink with our pinkies up at the royal dinner [you may need to demonstrate as you say this]. Do you hear it in dive, pine, chime, and what about wise?

3. Say: Now we’re going to look at the spelling of /I/. One way to spell /I/ is with the letters i_e. The blank in the middle means that there will be a consonant in between the letters i and e, and the e on the end is silent. Remember it serves as our signal to make the /I/ sound. What if I want to spell the word pile? We jumped in the middle of a pile of leaves. How would I spell the word pile? If I have a pile of leaves, that means that I have stacked up a lot of them. In order to spell the word in our letterboxes I need to know how many phonemes I will need so I have to stretch out the word: /p//I/ /l/. Three! I will need 3 boxes for each of the sounds I have in the word pile. I hear the /I/ just before the /l/ sound so I’m going to put the letter i in my second letterbox, with my silent e outside the last box. Pile…/p/-/p/-pile. The word starts with a p, so I’m going to put the letter p in the first box, and now there’s just one more letter missing (show them letter box and sound out the word pile slowly, while pointing at each box that has the corresponding letter). The missing letter is l, to make the /l/ sound.

4. Say: Now it’s your turn to spell some words using the letterboxes. Let’s start off with three boxes for the word hide. I hide under my bed when we play hide and seek. What goes in the first box? [Respond to answers.] What about the second box? Do you remember where the silent e goes? I will be walking around the room to check your work. [Observe progress, make corrections where needed.] Okay, let’s try another word, you’ll also need 3 boxes for this one. Try spelling the word fire. We gathered around the huge fire to eat our s’mores. Fire. Pay attention to the first letter in the word, and listen for the /I/ sound. The word is fire. [Allow kids time to spell the word.] Alright, now it’s time to check your work. I’m going to do it on the board and you can check your work to see if you got it! Watch how I spell it on the board: f-i-r-e. Let’s do another one, this time I want you to try and spell hive. The hive was full of bees and honey. Does anyone know what a hive is? A hive is where bees live, it looks like this. [Show picture.] So I want you to spell hive. Sound it out at your table if you need to. [Allow students to spell on their own.] Who in here thinks that they have the spelling right and wants to do it on the board for everyone? [Student comes up and shows how he/she spelled the word hive. If it’s right, great! If it’s wrong, say, ‘That’s close, but not quite right’ and work together to spell it the correct way.] For the next word you’ll need 4 letterboxes, so everyone get 4 boxes out. This time I want you to spell the word shine. Sometimes the sun will shine in my face. Make sure to listen for the /I/ sound in the word shine. Shine. [Allow kids time to spell the word. Have a volunteer to come up and show the whole class how to spell the word.] Good job, you all are making great progress. Next word is slime. The slime was all sticky and gooey, and got all over my hands. Slime. Sssllime. Sound it out if you need to. [Give kids time to spell word. Have a volunteer come up to spell it on the board.] Good job! Next word I want you to spell is prize. I won a huge prize at the fair last night. Prize, sound it out at the table. [Allow students to spell it out their own, and then have a volunteer come up and spell the word for the whole class.] Y’all are doing great!  The last word is a little tricky but I know you can guys can spell it! This time you will need 5 letter boxes. The word is stripe! A zebra has black and white stripes. Stripes. Make sure to sound it out slowly! [Give kids a chance to spell word, have a volunteer come up and do it on the board.]

5. Say: Now it’s time to practice saying some of the words that you’ve just spelled. First I’ll do it then you. Say I want to pronounce the word rise, [put the word up on the board in front of the students] the first thing I should notice is the e at the end. Does anyone remember what our silent e at the end of a word signals? [Any answers.] Yep! That’s right, it means that the vowel it is paired with will say its name. Now, I take my cover up critter and sound out the letters one by one. /r//I//s/, rise! Now it’s your turn. [Have students read off all the words they just spelled as a class together, and then have each student come up one by one to read off a word.]

6. Say: All of you have done such an AMAZING job at reading our new words with the /I/ sound, seen as i_e. Now we will read a book called, Kite Day at Pine Lake. It’s an exciting day at Pine Lake because it’s kite day! Jeff has a kite, and so does Fay, Ike, and Jan. On the other hand, Bob doesn’t and he’s sad because he doesn’t have a kite to fly like all of his friends. What can we do for Bob? What do you think the kids will do for him? Let’s pair up with a friend to read the story and find out! While you’re reading, remember if you’re stuck on a word use your cover up critter. [Students will pair up with a partner, and take turns reading: one student will read a page and then the next student will read. Walk around the room to monitor progress, and make sure they are one task. After the groups have finished reading the story on their own, as a class the teacher will read the book to the whole class. In between pages make sure to recap the plot or what’s going on in the story.]

7. Say: That was such a nice story wasn’t it? What happened when Bob didn’t have a kite of his own for kite day? Right! It was so nice of the other kids to make a kite for him so he could play too. They really went out of their way for their friend! Would you do the same? [Children’s answers, you can discuss a little bit.] Alright, well before we’re done with our lesson, I have one more thing I want you to do for me. I have a little story I want you to read for me, but it’s not completely finished just yet. I want you to take the words with the /I/ sound using the vowel correspondence we just learned i_e to fill in the story. Read all the words in the box at the top to distinguish wish words that have the i_e, making the /I/ sound first.

 

 

 

 

 

Story (by me):

 

Words:    Mike   cake   dive   class    line     leap     vine    rope    prize   slide   slip   

 

Jane and _______  went to the lake. They are going to have so much fun. They could not wait to 

 

 

________ in the water. Mike has been wanting to try his new canon ball. Jane can not wait to get 

 

 

there so she can be first in line to _________ down the tall yellow ramp into the water. When 

 

 

they get to the lake, there are lots of people. There is a new game to see who can swing out into 

 

 

the lake. Jane and Mike wanted to try. They jumped as far as they could off the _______ into the 

 

 

water. That day Jane won the ________ for winning the game.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

​

​

​

​

​

​

​

 Resources:

 

Cushman, Sheila & Kornblum, Rona. (1990). Kite Day at Pine Lake.

 

Julie. Make, Take, and Teach.:  http://blog.maketaketeach.com/wp-content/uploads/2015/02/Long-Vowel-Sounds-Word-Lists.pdf 

 

Murray, Geri.“Oh, I didn’t Know!”.

 

 Spellzone: https://www.spellzone.com/word_lists/list.cfm?wordlist=222

 

Spongebob Squarepants GIF: https://media1.tenor.com/images/d33491b73a18ab24b96cbd479bf07b94/tenor.gif?itemid=4448701

 

Your Dictionary. Examples of Long Vowel Words: http://www.yourdictionary.com/index.php/pdf/articles/163.longvowelwordsexamples.pdf

​

To return to Applications Page click here: http://wp.auburn.edu/rdggenie/home/classroom/applications/