MINE, MINE, MINE
A Beginning Reading Lesson
By Savannah Moseley
Rationale: This lesson teaches children about the 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 a meaningful representation (seagulls making the repetitive sound “I, I, I”), they 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:Graphic image of the seagulls from nemo (maybe a short clip on a phone or tablet from the movie to show the sound they make); cover up critter; whiteboard, letter manipulatives for each child and magnetic or smart board letters for teacher: e, i, c, d, h, l, m, s, ; list of spelling words on a poster or whiteboard to read: side, mice, ship, slime, strike. Decodable text: Kite Day At Pine Lake and assessment worksheet.
Procedures: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 tip, and today we are going to learn about long I and the silent esignal that is used to make I say its name, /I/. When I say /I/, I think of seagulls making their sound “I, I, I.” (show the picture of the seagulls from nemo)
Say: Before we learn about the spelling of /I/, we need to listen for it in some words. When I listen for /I/ in words, I hear i say its name /I/ my mouth is wide open (exaggerate I). I’ll show you first: time. I heard isay it’s name and I felt my mouth open wider to make the i sound. There is a long Iin time. Now I’m going to see if its in ship. Hmm I don’t hear it, and my mouth didn’t open wider. Now you try. If you hear /I/ make the seagull sound. If you do not hear /I/ say, “that’s not it.” Is it in tile, flag, cab, pile, cop, file. (Have children open their mouth wider when they make the /I/ sound.
Say: Now let’s look at the spelling of /I/ that we’ll learn today. One way to spell /I/ is with the letter iand a signal e at the end of the word to tell me to say I’s name. (write i_eon the board) This blank line here means there is a consonant after i, and at the end of the word there is a silent esignal. What if I want to spell the word strike? Let’s think of a baseball game, “If I miss this ball, I will strike out.” To spell strikein 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/ /k/. I need 5 boxes. I heard that /I/ just before the /k/ so I’m just going to put an i in the 4thbox and the silent e signal outside the last box. The word starts the /s/, that’s easy; I need an s.Now it gets a little confusing so I’m going to say it slowly, /s/ /t/ /r/ /I/ /k/. I think I heard /t/ so I’ll put a tright after the s. One more before the /I/, hmm … /s/ /t/ /r/ /I/ /k/. I think I heard our growling /r/ so I need an r. I have one empty box now. (Point to letters in boxes when stretching out the word: /s/ /t/ /r/ /I/ /k/. The missing one is k =/k/.
Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for ice. “I would like some ice in my drink.” What should go in the first box? (respond) What goes in the second box? (respond) Now, where do we put the silent e? You’ll need three boxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /I/ and don’t forget to put the signal silent e at the end, outside the boxes. Here’s the word side. “She was standing by my side.” (allow student to spell the word) Time to check your work. Watch how I spell it in my letterboxes on the board: s – i – d – e and see if you spelled it the same way. Try another word using three letterboxes: mice. “I saw mice run around the corner.” (Have a volunteer spell it on the front board, repeat for each new word.) Next word, listen to see if you hear /I/. Spell ship. “Look at that pirate ship.” Do you hear the /I/. No, so do we need the silent e? No, because this is a short i sound. (Have a volunteer spell it on the board.) Did you remember to put shtogether? Now let’s try 4 phonemes: slime, “I think making slime is a fun craft.”
Say: Now I am going to let you read the words you have spelled, but first I’ll show you how I would read a tough word. (Display poster with strikeon the top and model the reading word.) First, I see there is a silent e on the end; that’s my signal that the vowel will say it’s name. There’s the vowel i.It must say /I/. I’m going to use my cover up to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel.) /s/ /t/ = /st/ +/r/ = /str/. Now, I’m going to blend that with /I/ = /strI/. Now, all I need is /k/ = /strIk/. Strike, there you go! Now it is your turn, everyone together. (Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.
Say: You have so SO GOOD! You are doing a great job with our new spelling /I/ = i_e. Now we are going to read a book called Kite Day at Pine Lake. This story is about a boy names Jeff who wants to fly a kite. He likes to fly kites with his friends. One of his friends, Bob, is sad. What will make Bob happy? Let’s pair up and take turns reading Kite Day at Pine Laketo find out what will make Bob happier. (Children pair up and take turns reading alternate pages each while the teacher walks around and observe the students, monitor progress. After we will read aloud as a class.)
Say: That was a fun and interesting story! What made Bob happier? The kids made a kite for Bob. Before we finish our lesson on how to spell and rad /I/= i_e, I want to see how you can solve a reading problem. Match the word to their picture. Try and say each word as you go through the worksheet. (collect worksheets to evaluate).
Resources:
Decodable book: Kite Day at Pine Lake https://auburn.instructure.com/courses/1198003/pages/Educational%20Insights%20decodable%20books
Assessment worksheet: https://teachersherpa.com/template/Long-Vowel-I-Teams-Worksheets-for-IE-IE/7a103df8-671f-4b69-a57b-f4939afdb099/details?authorName=Sally%20Boone&afmc=e9da2b6e-4b6f-429d-a355-2dbbef927c4b
