Friday, May 31, 2013

Long ī_e Spelling





Explicit Phonics Lesson
Long ī_e Spelling
Day 1

Review and :
          “What is the short sound of i?” /ĭ/ “What is the hand signal for short i?” scratching an itch I  has another sound that we will be studying this week. That sound is the same as the name of the letter /ī/. The short ĭ sound has only one basic spelling. That spelling is a single i followed by a consonant.” (CVC) “When an e is added after the consonant, the magic e makes the i use its long sound or its name, /ī/.” (Refer to the i_e  spelling card.) “Sound this word with me.” Write hid on the board and sound out the word together. “When the magic e is put on the end of hid it makes the I long. The new word is hide.  Let’s look at another word.” Follow the same procedure with: rid, ride, Sid, side, pin, pine

PA: Oral
          “Listen to these words and tell me if each word has the long ī sound or not. Give me thumbs up if the word has the long ī sound and thumbs down if the word doesn’t have the long ī sound. For example, if the word is drip, you would show me thumbs down. If the word is chime, you would show me thumbs up.” Pronounce these words to have the students indicate if the word has the long /ī/ sound:

list              light            pin               shine           plight          sick
sigh             flit              fight           snicker        slice            grime

Decoding:
          “The long /ī/ sound that we are studying this week is spelled with the i-e spelling.”  (Refer to the yellow, long i spelling card.) Use two colors of markers to write /ī/ words one spelling at a time on the board as the class sounds out and then blends the words as a group. When using the –i_e spelling write both vowels leaving a blank between them, say sound, then write the consonant that goes in the blank. Also when pointing to the letters to sound out the words, use 2 fingers and touch each vowel at the same time for the vowel teams.

                   smile            time            wife             tide
                   line              dime            shine           fine
                   twins           Tim              shin             dim

          After the words are decoded, briefly discuss meanings of words that may be unfamiliar to the students. Reread the lines of words with the class. Then give clues and have the students tell their buddy which word is the answer. Call on one set of buddies to give and spell the answer. Circle the words on the board as they are given as answers. Clues could be:

1.     A coin worth 10 cents                                       dime
2.    Antonym for dull                                               shine
3.    Synonym for good                                              fine
4.    The front of your lower leg                               shin
5.    A male name for Timothy                                   Tim
6.    The shortest distance between two points           line
7.    Low light                                                               dim
8.    When a woman marries she becomes a ___.         wife
9.    A way to show you are happy.                             smile
10. the rising and falling of the ocean water level      tide
11.  two babies born on the same day to
       the same mother                                         twins

The last word (time) is read by the students and used in a sentence that is told to their buddy. This exercise will give practice in reading words with the /ī/ sound and will help expose them to oral vocabulary at the same time.

Reading Decodable Text:
          Use the decoding practice page to read long ī words in text. Read the passage to the students, have the class read it chorally, and then have buddy A read to buddy B. Then B will read to A.
                   
Day 2

Review:
          Review the i_e spelling of long ī. Practice adding the magic e to CVC, short I words such as: din, dine, bit, bite, sit, site, rip, ripe

PA: (oral)
“I am going to give you a word with the long /ī/ sound in it. I want you to segment the words into individual sounds. So if I say ”time” you would give me /t/, / ī /, m/.”
          Pronounce these words to have the students segment the words into phonemes.

try              gripe           spice            drives            bride            dime
tribe           chime           vice             while              slight           swipe

Decoding:
          Write the following words on the board as the students sound and blend into words (Use buddy strategy for more student engagement. See Day 1.)
          lime             vine             ripe             whine
          win              slim             dive             mile
          slime            rip               pipe             wide

Use these clues or make up your own (Be sure to push the vocabulary factor):
1.     A synonym for thin                                  slim
2.    A complaining noise                                  whine
3.    A plant that winds around something
        as it grows                                           vine
4.    To go into water head first                     dive
5.    A green fruit similar to a lemon               lime
6.    To tear apart                                          rip
7.    Synonym for broad                                  wide
8.    Antonym for loose                                   win
9.    Something a plumber would work on          pipe
10. Fruit that is ready to eat is called ___.   ripe
11.  A measurement of distance                     mile

Have the students read the last word (slime) and use it in a sentence, telling their partner. Call on a few Buddies to share their sentences.

Reading Decodable Text:
          Have student Buddies practice reading the long i phrases. (You will need at least one copy for each pair of students.)

Day 3
Review:
          Use the yellow, long /ī/ card to review the i_e spelling of long ī. Have words with these spellings on flashcards (such as: pride, wide, pine, pin, time, lime, bit, bite) to quickly practice decoding.

Word Building:
          Using a pocket chart and letter cards or magnetic letter tiles work through the word chain:
          Tim                       dive                       wide
          Time                     drive                     tide
          Lime                      thrive                   side
          Chime                    hive                       ride
          Dime                     live                        rid
          Dim                       line                        did
          Him                       dine                       kid
          Hid                        din                        bid
          Hide                      win                        bit
          Side                      wine                      bite
         
Reading Decodable Text:
          Have student Buddies practice rereading the long i phrases. (You will need at least one copy for each pair of students.)

Day 4
Review:
          Review quickly the long ī_e spelling. Have the students give words that have the long i_e spelling. List them on the board with the students’ help to spelling them.

Encoding:
          Use the dictation procedure.
          1.   /ă/ a       /ŏ/ o         / ī/  i       /ī/  i_e     / ŭ/ u
         2.   ride       pride        side
          3.   slide      hid           hide
          4.   landslide          fireside
          5.   His wife likes to dine at nine.


Reading Decodable Text:
                    Provide students with copies of long i sentences. Have them locate and circle words with the long i spellings. Then practice reading the sentences with buddy strategy.


Day 5
Review:
          Review quickly the ī_e spelling using the yellow, long i spelling card. Using about six word cards with i_e words, have Buddy A read the first word and tell a sentence using the word to Buddy B. Call on one Buddy A to share their sentence. Then for the next card, Buddy B reads and tells a sentence using the word to Buddy A. Continue until all the word cards have been used.

Encoding:
          Use the dictation procedure:
          1.       /ĕ/ e           /kw/ qu        /ks/ x                   /k/ ck       / ī/   i_e          
         2.       bit               bite             dime
          3.       dim              rip               ripe
          4.       lifetime       sideline
          5.       The kid’s bike skid to a stop at the slide.
         
Reading Decodable Text:
          Reread long i sentence and phrases using the buddy strategy.


Decoding Practice


      kite     pile     pine    tide    wide
      bride   nine    five    hike    sideline





on the side                     
five at a time
time of your life              
a wide smile

1.           I got a lime for just five dimes.

2.         His bride is now his wife.

3.         Tim likes to win all the time.

4.         We will hike up the wide path.

5.         I’m having the time of my life.

6.          Sid sits by the fireside with Tim.

7.         Dive in the pond and swim to the side.

8.         Nine kids slid on the slide.




Long i_e Phrases
1.           be on time
2.         a ripe lime
3.         last in line
4.         costs a dime
5.         a wide smile
6.         all in good time
7.         the gas pipe
8.         hide your smile
9.         on the side
10.      hike in the pines
11.       a fine time
12.      one slim dime
13.      bride became a wife
14.      dine at nine
15.      ball of twine
16.      pile of limes
17.      on the line
18.      at the time
19.      five at a time
20.    inside the pipe
21.      price of the bike
22.    life of crime
23.    vine on the pine
24.    six kite kits


Long i_e Sentences

1.           At times I smile at little things.
    
2.         A live spider sat down beside her.

3.         Don’t whine at bedtime.

4.         How do you know the lime is ripe?

5.         I’d like white rice with some spice.

6.         I will ride my bike at nine.

7.         The hike will go by the pine trees.

8.         A life of crime will get you in a fix.

9.         Don’t hide your wide smile!

10.      The lime will cost a dime.

11.       We all got into the line to go to dine.

12.      Mike will hide the bike by the slide.

13.      The hike will be for nine miles.

14.      While I ride the bike, you can slide.

15.      Look at the size of this big pile of limes!

16.      I’ll hide the kite in a pile of grass.