Reading 2.5 Long i Words
Purpose:
The lesson will focus on developing an understanding of long i words. When given the
Letter Name Assessment the student used the following correctly, initial/final consonants, initial
blends/diagraphs, short vowels, affricates, and final blends/diagraphs. When given the Within
Word Spelling Assessment the student used long vowels (VCe) and R-controlled vowels
correctly. According to the assessment, the student was using but confusing the application of
other long vowels and abstract vowels. Complex consonants were absent; the student was not
applying them in the assessment. Based on the assessment the student has some concept of long
vowels and used long a and long e correctly. The student used the long i correctly when spelling
i_e words; however, instruction would help the student to learn other ways in which the long i
can be spelled such as _y and _igh_. It is important to teach this lesson to help the student
develop a better understanding of the long i sound and the various ways this particular sound can
be spelled. Improving the students’ spelling will also improve their reading abilities. Providing
spelling curriculum will allow the student to develop decoding strategies that they can use when
reading.
Reading 2.5: The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
c) Decode regular multisyllabic words.
Objectives:
Given a list of long i words, the student will sort the long i words under the headings of
i_e, _y, or _igh_ with 80% accuracy.
The student will identify words that fit the various long i spellings by playing the Vowel
Spin game with 80% accuracy.
Given a closed word study assessment, the student will sort the long i words into the i_e,
_y, or _igh_ categories with 80% accuracy.
Procedure:
Introduction:

Tell the student that based on the previous spelling assessment they are ready to learn the
various ways the long i sound can be spelled. (a)

Introduce the headings i_e, _y, and _igh_. Explain that they all make the long i sound. (a,
v)

Model two words under each category for the student. Pronounce the word clearly when
placing it under the correct heading. (a, v)

Have the student practice reading and sorting the words multiple times. (a, v)
Development:

Introduce the Vowel Spin Game to the student.

Explain that they will be playing this game to help them to better understand long i
words. (a)

Explain the game instructions:
- Each player draws 9 cards and turns them face down on their boards.
- The 1st player rolls the die and removes the words that fit the sound or pattern indicated
by the die. The cards go into the players point pile. The same player draws enough cards
to replace the gaps on their playing board before the next player goes.
- The game continues until a player is out of cars and there are no more in the draw pile.
- The player with the most cards wins.

Play the game 1-2 times depending on the length of the game. (a, v, k)

Ask the student to write the words on a sheet of paper, grouping the words with out using
the headings for support. The student can look at the word cards for the spelling of the
word. (a,v, k)
Summary:

Go over the students’ practice assessment. (a,v)

Discuss any words that were not categorized correctly. (a,v)

Ask the student to sort the words one last time. Have them share their reasoning for
placing the words into the different categories as they sort. (a, v, k)
Materials:

2 game boards for the Vowel Spin Game

36 word cards

1 die (labeled with the sides labeled with i_e, _y, and _igh_)

Paper

Pencil

Long i words for sorting

Student’s Letter Name Assessment

Student’s Within Word Spelling Assessment
Evaluation Part A:

The student’s initial sorting abilities will be assessed through an informal assessment in
which the teacher monitors the number of words sorted correctly.

The number of words the student either misses or selects incorrectly during the game will
determine the student’s accuracy playing the game.

During the written assessment the student will determine how to categorize the words
correctly without the assistance of headings.
Evaluation Part B:

Did the student meet the sorting objective?
Yes, the student met the objective.

How do I know whether the objective was met or not?
The objective of the sorting activity was to sort long i words into the i_e, _y, or _igh_
categories with 80% accuracy. The student was able to sort the words with 100%
accuracy.

Did the student meet the game objective?
Yes, the student met the objective.

How do I know whether the objective was met or not?
The student was able to identify words that fit the various long i spellings (i_e, _y, or
_igh_) with 100% accuracy.

Did the student meet the writing objective?
Yes, the student met the objective.

How do I know whether the objective was met or not?
The student was able to sort and write the words in the three different categories (i_e, _y,
or _igh_) without the assistance of headings with 100% accuracy.

What were the strengths and weaknesses of my teaching of this lesson?
I felt as though I did a good job of introducing the words as well as modeling the sort and
the game. The instructions were clear and easy for the student to follow. I would like to
improve my ability to modify activities to meet the needs of the students while teaching. In
this case I followed the lesson plan very closely; however, I think it would have benefitted
the student to challenge him a bit more.

How would I change this lesson to improve it?
In the future I would have the student complete a practice quiz where they are given the
headings but they have to sort and spell the words. There were 12 word study words that
used the i_e, _y, or _igh_ spelling pattern. Since simply sorting the words was an easy
task for the student it would be beneficial to provide a more challenging activity. By
doing so the student would have an idea of their current word knowledge and which
words they need to continue working with to learn.