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
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.
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