Itsy Bitsy Indian
Beginning to Read
Rationale: In order to be able to read and spell words, children need to understand the alphabetic principle and that spellings map out different phonemes in spoken words. Because children usually pay more attention to letter-phoneme correspondences when they are spelling out words, this lesson will include a meaningful representation of a letter symbol, a tongue tickler, and will practice finding /i/ in words through a letterbox lesson. The letterbox lesson will call for children to first spell words out before reading them.
Materials. Letter manipulatives, letterboxes, Word list: 2--[it, at} 3--[six, big, jig, has, get], 4--[slip, mint, think] Letters: I,t,a,s,x,b,g,j,h,l,p,m,n,k; cards with each word from word list written out on them; Chart with "Sticky Icky" image; Tongue tickler, Liz is Six
1.I will begin the lesson by explaining to the student that spellings are sensible ways to write down words. Spellings are simply maps of the sounds in words, and when spellings make sense, they are much easier to read and remember. I will stress to and encourage the student to listen for the sounds in the words so that they may learn how we use letters to make a map of the sounds.
2.I will first show the student the chart with the "Sticky Icky" image. We do a hand gesture relating to the /i/ sound and will stretch out the /i/ as we do it.
3.Next we will go over the tongue tickler. I will say the tongue tickler once or twice and will then ask the student to repeat after me. I will say, "The Iiiitsy Biiiitsy Iiiindian iiiis iiiinside the iiiigloo", and will then have the students repeat and stretch out the /i/ in each word as they say it, just as I had done.
4.I will have students practice finding the phonemes in contexts by reading off a set of word and asking the students to name which word they hear the /i/ sound. "Alright, I have a few words for you. I am going to call some out for you and I want you to tell me which on you hear /i/ like in 'Stiiiicky Iiiicky'. For example, do you hear /i/ in met or bit?" I will continue this activity with about 4-6 more sets of words.
5.All of the letters to be used in this lesson will be lined up for the student to have quick access to in order to spell each word. Next, model how to spell a word and how to read a word. I will do this by giving them a word as an example, say the word aloud, set out the correct number of letterboxes, stretch out each sound in the word, spell it phoneme by phoneme, while the whole time providing dialogue explaining and talking about exactly what I'm doing. Example using the word spit. "Let's see, /s/ is the first mouth move, that's letter s. /s/, the second sound is /p/. I'll spell // with p by itself. Spit, I hear /t/ at the end, that's t. But I hear something before the t: iiiiii, like stiiiicky iiiiikcy . . . i goes in that third box." If the student is struggling to spell a word, I'll pronounce what the student has written and ask them to correct it. If the student is unable to make the correction, I'll then model the spelling and come back to the word a few minutes later. When students correctly spell words, I will give them a short recognition of their accomplishments, but will then move on to the next word. I will continue this activity by going through all the words from the word list. When completing the task, the student will be give praise by pointing out good strategies and behaviors used during the activity.
6.After spelling all the words, and modeling how to spell any that the child had difficulty with, we will move on the read the words that were just spelled. Each word will be on a card that I will show the student. If a student has trouble reading the words, I'll guide them to blend vowel first. I'll begin by having the student sound out the vowel, and then blend the letters before the vowel to the vowel to make the chunk. "Now we will read this book called Liz is Six. This book is about a girl named Liz who is celebrating her sixth birthday. Let's read it to see what happens at Liz's sixth birthday. Let's us our hand gestures and say 'Stiiicky Iiicky. We need to remember that the short vowel I makes the /i/ sound that's heard when we say sticky icky.
7.I will be able to assess the child through answers given during the first activity of spotting the /i/ sound in sets of words, during the spellings of words in the letterbox lesson, and through the reading of words from the cards in the last activity.
Letter Box Lessons: Bruce Murray: http://www.auburn.edu/academic/education/reading_genie/letbox.html
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