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Beginning Reading
AAAAA A MICE!!!
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 containing the spelling i_e = /I/. They will learn a meaningful representation
(scared boy saying Aaaaa!!!), they will spell and read words containing this spelling in a Letterbox lesson, and read
a decodable book that focuses on the correspondence i_e= /I/.
Materials:
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Graphic image of scared boy
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cover - up critter
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whiteboard with tongue tickler
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letterboxes for every student, letter tiles for each student
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Magnetic letters for teacher i, e, p, c, s, r, n, d, v
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List of spelling words on a poster or whiteboard price, nice, spice, drive
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Decodable text: Di and the Mice
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Assessment worksheet
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Procedure:
1. Say: For us to become expert readers, we have to learn the sounds that letters make so we can know how to pronounce words. Every letter makes its own sound, and our mouths move in different ways to be able to make those sounds. Today we are going to learn about long I and the silent e that is used to make I say its name, and the sound that it makes, /i/. When I say /i/, I think that something is scaring me. When we get scared, we scream “Aaaa!”
2. Say: Before we learn about the spelling of /i/, we need to be able to hear it in some words. When I say /i/, my mouth opens, and my tongue stays on the bottom of my mouth like this (show the example). First, I’ll show you: side. I heard “i” and felt my mouth open and my tongue did stay on the bottom of my mouth. There is a short “i” in mad. Now, I’m going to see if it’s mad. Hmm, I didn’t hear the “i” sound and my tongue didn’t stay at the bottom of my mouth. Now, you try! If you hear /i/ say, “I’m scared” Here we go! Is it sad, hum, foot, bread, or drive? [Have the child point to their mouth as they sound out the words]
3. Say: Now let’s look at the spelling of /i/. When spelling /i/, you use the letter i. Let’s work on spelling fast. First, we need to know how many phonemes are in the word, so we can spell it in letterboxes. Let’s stretch our word out to count the number of phonemes: /pr/ /i/ /c/ /e/. I need 4 boxes. I heard /pr/ at the beginning, so I’ll start with pr. Then, I heard /i/ and then /c/ and /e/ at the end. [Point to letters in boxes when stretching out the word.​
4. Say: Now I am going to spell some words in letterboxes. We will start with three boxes for the word ripe. When you are talking about fruit, you can say what the fruit is lik . “The fruit was ripe.” What should go in the first box? [Respond to children’s answers.] What goes in the second box? [ Respond to children's answers.] What should go in the third box? [Respond to children’s answers]. Now we will do a four letter word. You will need to listen for the beginning sound that goes in the first box. Then, listen for /i/ and finally, listen for the last sound that will finish the word. Here is our word: drive, I need to drive my car, drive. [Give students time to spell words.] Okay, let’s check your work. Watch how I spell it in my letterboxes: dr -i - v -e and see if you did it the same way.
5. Now you get to read the words you spelled. First, I’ll show you how I would read a word. [Display the word “drive” on the board] Explain, first I see /dr/, then /i/, then /v/, and finally, /e/. Now I can read it dddrriivvee. Now you try! [Let the class read the words aloud and then call on individuals to read one word on their own.]
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6. Say: You have all done a great job reading words with our new correspondence /i/. We are going to read a book called Di and the Mice. Di likes to go on bike rides, one day she decides to take a break to eat a snack and she sees something in the vine. What could it be? Let’s read to find out! [Students will pair up and take turns reading the book to one while the teacher walks around the room to monitor progress. After partner reading, the class will read aloud and stop every couple of pages to talk about what is happening.]
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7. Say: That story was really good! Did Di ever figure out what was in the vines? Yes,he did. Before we finish up, I want you to work on this worksheet. There are words and pictures on the worksheet, you will attach the correct word to the picture it matches. [Collect worksheets to evaluate individual student progress.] word to match the picture. [Collect worksheets to evaluate individual student progress.
Resources:
Murray, G. Di and the Mice. Reading Genie: https://auburn.instructure.com/courses/1354415/files?preview=177838124
Assessment Worksheet : https://images.app.goo.gl/9KWtsUYefMCndXxi8
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