Nice mice like rice!
A Beginning Reading Lesson
by CallieBeth Stankunas
Rationale: This lesson teaches children about the long vowel correspondence i_e = /I/. To first qualify children in their beginning reading stage, it is necessary for them to recognize and understand the spellings that map word pronunciations. In this lesson, children will learn to recognize, spell, and read words that contain the spelling i_e. They will learn an informational representation (mice cooking rice), they will spell and read words that involve this spelling in a letterbox lesson, and read a book that decodes the correspondence i_e = /I/.
Materials: Graphic image of Remy from the movie Ratatouille; cover-up critter; whiteboard letter boxes for modeling (or hand drawn from an expo), individual letter boxes for each student on whiteboards or tiles, magnetic or normal alphabetic letters to place on the letter boxes for each student- letters: b, c, d, e, i, k, l, m, n, p, r, s, t . List of included words on whiteboard to read: ice, bike, side, sick, spite, slime, tribe, price, strike- swike; decodable text: Di and The Mice:
https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:260393f0-210c-4839-ad87-573008f40a6e
assessment worksheet: https://www.twinkl.com/resource/t-l-8740-magic-e-with-i-e-read-and-draw-activity-sheet
letterbox tiles: file:///Users/calliebeth/Downloads/LBLletters.pdf
Procedure:
1. Say: “To determine expertise in reading we must decode words for punctuation. We previously learned the short vowel words with i, such as link or brim. Today we are learning the long vowel sound of I and the silent e that follows. The silent e is used to determine how is pronounced. Now, watch me as I say /I/, im going to do a representation with my hands and pretend I am a pirate. Aye aye Captain! [demonstrate while pointing your thumb to yourself]. Now it is your turn! Say Aye Aye Captain! So today we are learning that /I/ is spelled with a silent e to signal to tell me to say I’s name. [write i_e on the board and point to the blank line] This line right here shows me that there is a consonant that lies between these two letters and signals for me to say I’s name.
Lesson reviews:
2. Say: Before we begin learning about all the words that are spelled with i_e, we have to start with how it is pronounced. Watch my mouth as I say I. Notice how my mouth opens just a tad followed by a tiny jaw clench? This is different from our previous study of the short vowel i=/i/, because that sound makes an “eeehhh” sound. Like in list or Skill. Long vowel I is pronounced exactly how it looks! When I talk about myself, I say “I”. Same concept when we are given words like “Mice” and “Rice”, Or even Mice who like to cook rice! [show graphic of Remy from Ratatouille]. Now, im going to say some words and I want you to figure out if you hear /I/ in them, Ready? Kite, bike, sled, lice, slime. [have students say it quietly to themselves to figure it out].
Model the new concept or strategy:
3. Say: I want to spell the word slime. “ “The snail left a trail of slime as it moved slowly.” Slime in this sentence means a slippery goo that is on the bottom of the snail. To spell slime in letterboxes, I first need to sound out the word in order to get our phoneme count, so lets stretch out the word slime. /s//l//I//m/. We need 4 boxes. I heard the /I/ just before the /m/ so lets put an i in the third box and a silent e just outside the last box, telling us that we hear I in the word. The word starts with /s/ so we will place that in the first box. [now there is only two empty boxes] There is only two expty boxes left, lets sound out the word again to figure it out. Ssslllliiimmmmeee, Ah yes! /l/ goes in the second box. That leaves us with one box left. [/m/].
Now that we have a strategy, let’s do a harder word. [show the word strike and read the word aloud]. Im first going to start with i_e; that part of the word says /I/. I am going to put the remaining letters with it: s-t-r-i_e, /strI/, now chunk the last sound- /strI-k/. Strike! Like when playing baseball, you hear “strike three, you’re out”!
Activity is not disruptive:
1. Say: Now I am going to have you spell some words in letterboxes. Lets begin with a simple word that only using two boxes; ice. I like ice in my water on hot summer day. I am going to walk around and check your work, don’t forget about the silent e signal that goes outside of the box. [observe progress]. Now, lets add another letter box, having a total of three letterboxes. Listen to spell the beginning sound in the first box, then listen for /I/ and make sure the silent e is at the end, outside the boxes. Here is the word: bike. I ride my bike in the park. Bike. [complete full list of words corresponding to their phoneme count, students provide a sentence for each word].
2. Say: I am allowing you to read all the words you spelled. [display ice, bike, side, sick, spite, slime, tribe, price, strike and pseudoword swike on the board]. Let children read them in unison, then call on individual students after everyone has gone around and completed reading the list].
Engaging booktalk:
1. Awesome job decoding and reading words with our new spelling i_e=/I/. We are now going to read a book called Di and The Mice. This is a story about a girl who likes to bike. As she is biking, she gets hungry. She stops and sits on a bench outside. Within the vines of the bush she is sitting next too, she sees mice! What happens when she notices the mice? What do you think they will do when they see her? Read to find out!
Assessment:
You all have done a great job today, and we have one more fun individual activity to complete for our spelling of i_e=/I/. This is a worksheet that calls for you to draw the picture of the word displayed below the box. This is for your understanding of reading when the silent e is after i_e!
Resources:
Geri Murray, Oh, I didn’t know! https://auburn.instructure.com/courses/1393483/pages/lesson-design-materials
Phonics Readers, Di and The Mice, https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:260393f0-210c-4839-ad87-573008f40a6e
Assessment Worksheet: : https://www.twinkl.com/resource/t-l-8740-magic-e-with-i-e-read-and-draw-activity-sheet
Optional letterbox letters if needed to print: : file:///Users/calliebeth/Downloads/LBLletters.pdf