Beginning Reading
Let's Make a Pie with I
By: Shelby Birdsong
Rationale: Learning the long I correspondence (i_e = /E/). Students will be learning spellings and map word pronunciations as well as learning a meaningful representation. This is critical for students to be expert readers. Students will be recognizing and reading words with i_e in this lesson. They will be identifying phonemes in words and representing them, reading a decodable book based on the i_e correspondence, and learning a meaningful representation for this
Materials: Pencils
Pens
Lined paper
White board
Expo markers
Magnetic letter tiles for the white board
Animated piece of pie with the letter “I” in it
Decodable book with i_e correspondence
Letter boxes (colored construction paper cut into boxes and taped together)
Letter tiles for the words in the letter box lesson
Brown paper bags
Markers
Construction paper
Tape
Crayons
Glue sticks
Procedures:
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Say “We have to learn a special code in order to pronounce and read words. Today we are going to learn about the long /I/ vowel. We know our short /i/ vowel that is in the words pig, hint, and clip. To make the long /I/ vowel, a silent e goes on the end of the word. When there is an e on the end, he gives his job to /I/. The long vowel /I/ has to do both jobs, so it says its name. When I think of the long vowel /I/, I think of a piece of pie!” Show an animated picture of a piece of pie. I put the letter “I” in the middle of the pie for mine.
2. Say “Now before we can learn how to spell words with the long vowel /I/, we have to know exactly what it sounds like in the words. Let’s say this together… “Mike likes to drink Sprite and eat ice cream.” There are a lot of long /I/ words in that sentence! When I say words with the long /I/ in them, my mouth opens up like I am getting ready to eat a piece of PIE! Practice saying “pie” with me and notice how your mouth opens up. Does your mouth do this when you say “phone”? No, it doesn’t! I also did not hear the letter “I” say its name in that word. It must not have the long vowel /I/ in it. Let’s say our sentence from earlier again, and when you hear a word where “I” says its name, I want you to yell “PIE”! Keep reading until you have read the sentence 5 times.”
3. “Now that we know what the long vowel /I/ sounds like, we can work on spelling it! When we write the correspondence i_e, we put a blank there because another letter will go in that space. It is like with the word bike (write the word bike on a white board with a marker). One way we can spell words is with letter boxes (get out the letter box). Before I can spell anything, I have to know how many phonemes are in the word that I am spelling. So, if I were to spell the word “sprite”, how many phonemes are in this word? There are 5 phonemes in this word…. s/p/r/i/t_e. Each phoneme will go in a different box. The silent “e” goes outside of the very last box because it does not say anything… remember he gave his job to the long vowel /I/. So, for the word “sprite”, I need 5 boxes. To know which letters go where, we need to sound out the word. We hear /s/ in the very beginning, so we know that goes first. For our second letter in “sprite”, do you hear /t/ or /p/? Good, we hear /p/. This goes in the second box. Next is /r/, then our long vowel /I/, then /t/ with our silent e on the outside. Now I want you to practice spelling some words with long /I/ with your letter boxes! You can choose your own words to spell, but they have to have the long /I/ and silent e correspondence in them. You have to spell five words.”
4. “I want you to pick out two of the words that you spelled in your letter box lesson to share with the class. I have letter boxes drawn on the board, and I also have magnetic letter tiles. When you spell your words, I want you to say a sentence for each word. Then I want everyone to read the word that is spelled and repeat the sentence. Let’s see what words you have made!”
5. “That was fun! I loved seeing and reading the words that you all have spelled. Now we will read a book about a girl named Di who goes on a bike ride. She stops riding her bike to eat. As she is sitting, she sees some white things in the vines beside her. What do you think these white things are? Let’s read to find out!” Allow the students to pair up and take turns reading pages from the book. Bring them all together once they have read to discuss what the story was about. Ask them about what long /I/ words they remember from the book.
6. This activity is super fun and can be used so much. Provide the students with a brown paper bag and several markers, glue sticks, crayons, and pencils to make a silent e puppet. https://amandaoglesbyelementary.weebly.com/class-activities--projects.html. This website has exemplary bags to look at. Once they have drawn the eyes on their bags (make sure they do not draw mouths…the “e” is silent!), they must write as many long /I/ silent “e” words that they can think of. They can decorate it how they want and make it their own. They can share with the class once they are done. As they are presenting their bags, be checking for correct spelling, etc. This is a way to assess if they are understanding how to spell the words.
Resources:
Clark, Julie. It smells like pie!! https://julieclark216.wixsite.com/ctrdlessondesigns/beginning-reading-design
Murray, Bruce. The Reading Genie. http://www.auburn.edu/academic/education/reading_genie/
Oglesby, Amanda. Class Activities and Projects. https://amandaoglesbyelementary.weebly.com/class-activities--projects.html