| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Literature |
| What topic | Long i words like sight, high |
| What length (min) | 45 |
| What age group | Year or Grade 1 |
| Class size | 24 |
| What curriculum | Reading/Phonics |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Long i words like sight, high
Year/Grade 1
Literature
45 minutes
24 students
Reading/Phonics
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Long i | 10 mins | Introduce the concept of long i words. Provide examples using flashcards. Engage students in identifying long i sounds in words. |
| 2 | Guided Practice | 10 mins | Group discussion and practice pronouncing long i words. Use the whiteboard to write examples and encourage students to repeat after the teacher. |
| 3 | Break/Physical Activity | 5 mins | Lead the class in a short physical activity (e.g., stretching or a quick game) to refresh their minds before continuing the lesson. |
| 4 | Group Activity | 10 mins | Divide students into groups of 4. Each group creates sentences using the long i words provided on flashcards. They will write their sentences on the worksheet. |
| 5 | Class Share | 5 mins | Allow groups to share one of their sentences with the class, fostering a sense of community and collaboration. |
| 6 | Homework Assignment | 5 mins | Assign homework related to long i words. Provide a clear explanation of the task, ensuring students understand what is expected. |
"Good morning, everyone! Today, we are going to learn about a special sound in some words called the long 'i' sound. Can anyone tell me what a vowel is? Yes, great! The vowels are A, E, I, O, and U. Today, we are focusing on the long 'I' sound, which can be found in words like 'sight' and 'high.'
Now, let’s look at these flashcards I've brought. (Hold up a flashcard with the word 'sight.') This word is 'sight.' Can you all say it with me? 'Sight.' Wonderful!
Let’s look at another one. (Show the flashcard with 'high.') This word is 'high.' Repeat after me: 'high.' Excellent!
Now, let’s try to think of other words that might have a long 'i' sound. I'll say a word, and you tell me if it has a long 'i' sound. Ready?"
"Now, let’s practice saying some of these long 'i' words together!
I’ll write some examples on the whiteboard. (Write ‘sight,’ ‘high,’ ‘might,’ ‘night’ on the whiteboard.)
Let’s read these words as a class. I will say them first, and then you will repeat after me.
First word: 'sight.' (Wait for students to repeat)
Next: 'high.' (Wait for students to repeat)
Now: 'might.' (Wait for students to repeat)
And lastly: 'night.' (Wait for students to repeat)
Fantastic job!
Can anyone come up to the board and circle one of the long 'i' words? Great! Let’s discuss why it is a long 'i' word!
Does anyone know the difference between a long 'i' sound and a short vowel sound? Remember, 'kit' has a short 'i.' So, we can see how each word sounds different."
"Okay, class! Let’s take a quick break to stretch our bodies! Stand up!
(Lead students in a short stretching routine for about a minute, followed by a quick game such as ‘Simon Says’ focusing on movements.)
Alright, that was fun! Let’s sit back down and get ready for our next activity."
"Now it’s time for a group activity! I’m going to split you into groups of four.
In your groups, I want you to use the long 'i' words from our flashcards. Each group will create sentences using at least two of the words you’ve learned today.
On your worksheets, write your sentences down. You have 10 minutes for this activity, so be sure to work together and think creatively. Let’s get started!"
(Give students time to work in groups, moving around to offer help as needed.)
"Alright, time's up! Now, let’s share what you created.
I’ll call out each group, and I want one person from each group to share a sentence. When you share, make sure to speak clearly so everyone can hear you.
(Group 1, please go first!)
Wonderful job, Group 1! What a creative sentence. Now, Group 2, your turn!"
(Listen and respond positively to each group’s contribution.)
"You all did amazing work today. For homework, I want you to practice what we learned about long 'i' words.
You will receive a worksheet with a list of long 'i' words. Your task is to write three sentences using three different long 'i' words from the list.
Please remember to use complete sentences and clearly show me you understand how to use these words. Do you have any questions about the homework?
Make sure to bring it to class tomorrow so we can share more of our great sentences!
Thank you for a fantastic lesson today, everyone!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A graphic showing the vowels A, E, I, O, U} | - Introduction to long 'i' sound - Focus on vowel: 'I' - Examples: 'sight,' 'high' |
| 2 | {Image: Flashcard of the word 'sight'} | - Long 'i' word: 'sight' - Sound repetition: "sight" - Introducing another long 'i' word: 'high' |
| 3 | {Image: Whiteboard with the words 'sight,' 'high,' 'might,' 'night'} | - Guided practice of long 'i' words - Class repetition of: 'sight,' 'high,' 'might,' 'night' - Discussion on long vs. short vowel sounds |
| 4 | {Image: Children stretching and playing Simon Says} | - Physical activity break - Stretching routine - Game: 'Simon Says' focusing on movements |
| 5 | {Image: Students working in groups} | - Group activity: Create sentences with long 'i' words - Working in groups of four - Sharing sentences with the class |
What are the vowels in the English language?
List three words that contain the long 'i' sound.
How would you differentiate between a long 'i' sound and a short 'i' sound? Provide an example for each.
Choose one word from the long 'i' words list and write a sentence using that word.
In a sentence, explain why the word "sight" has a long 'i' sound.
Create two sentences using different long 'i' words, ensuring you use correct grammar and punctuation.
Write a short paragraph (3-4 sentences) describing a scene or story that includes at least three long 'i' words.
Reflect on today’s lesson: What was your favorite part of learning about long 'i' words? Why?
Share one new long 'i' word you learned today and use it in a sentence.
Which long 'i' words do you find most challenging? Why do you think they are difficult for you?
Can you think of a place you might go where you could see something that has the long 'i' sound in its name? Share your idea with the class.
Imagine you’re an explorer in the night! What could you see if you were looking at the stars? Use at least one long 'i' word in your response.
Can someone give an example of a word that contains a short 'i' sound? How does it sound different from a long 'i' word?
Write down a sentence using the word ‘might’. What are some things you think you might do this weekend?
If you had to create a new long 'i' word, what would it be and what would it mean? Share your word and its meaning with a partner.
Let's stretch our bodies, here we go,
With exercises simple, nice, and slow.
First, a big stretch up to the sky,
Reach your hands up way up high!
Next, let's bend and touch our toes,
Feel the stretch from head to nose.
Now, jump in place, one, two, three,
Feel your energy, just like a bee!
Take a big step out, arms open wide,
Twist to the left, then back to the side.
Do a little wiggle, shake it all around,
Move your feet to the beat of the sound.
Now, let’s march in place, one step at a time,
Lift those knees high, let's do it in rhyme!
Last, let’s take a deep breath in,
Hold it tight, then let it out, let the fun begin!
With these exercises, we’ve had some fun,
Now we’re ready to learn, our work's not done!