Siiiiiilly Sid
Rationale:
In order to become better readers
and decoders, children need to understand that letters represent vocal
gestures
or phonemes. In order to develop an understanding of words and letters
children
need to learn correspondences. This
lesson will help students to identify the
correspondence: i=/i/ (short i). The lesson
will
develop the student's awareness of i=/i/, by giving them instruction
and
practice on how to form the short i sound, as well as, practice reading
decodable text containing the short i sound. The students will
receive
instruction in the decoding of short o
words, as well as, practice spelling the words themselves.
Materials:
Silly
Sid (puppet)
Index cards with words on each one
(lip, dot, pin, tap, big, small, drip,
grab, strap, strip)
Letterboxes with at least five
squares per student (words: tin, bill,
hint, slip, string)
Letters needed per student:
t,i,n,b,l,l,h,s,p,r,g
The book, Tin Man Fix It from
phonics readers per student
Pseudo Word Worksheet for teacher
(kig, fim, dib, pas, crim, rith, chid).
Primary
Writing Paper and Pencil per student
Procedure:
"The
written language is like a secret code. Today, we are going to be
learning
about how to break this code and read words. Let's
Review the phoneme we have already learned. Aaaa! Like a baby crying.
Aaaaa.
Very Good! Today we
are going to learn about the vowel sound we see and hear in silly and
in Sid. It
is the /i/ sound. We are going to see if we can find this sound in
some words
that we spell and words that we read."
2. "Have you ever been
silly? This is my friend Silly Sid!
He is very silly. He is going to help us today!
Can you hear the /i/ sound in the word
silly? Let’s think about our mouth movement when we say the /i/
sound. Can we do it together? /iiiiiiii/.
Now lets act like we are silly and make the /i/ sound as we act
silly.(laugh, giggle)"
3. "Let's say this sentence
together, Silly Sid skipped to sit with the kid. Let's say it
again and
stretch out the /i/ sound whenever we hear it. Watch Silly Sid if
you
need some help! Siiilly Siiid skiiipped
to siiit wiiith the kiiid."
4. "Now I am going to see if you
can remember the /i/ sound when you see it in written words. I'm
going to
hold up two cards with a word on each of them. I want you to tell me
which one
has the /i/ sound." Hold up cards hit and bat. "Which one
has the
/i/ sound? Hit! Good!" Do this with the rest of the cards.
(lip, dot,
pin, tap, big, small, drip, grab, strap, strip)
5."Now we are going to use
letterboxes to spell some words. Make sure and remember that only
one
mouth sound goes in each box." I will model how to do it by
putting each
letter sound in one box to spell out the word and then have the
students do
their own as I say each word. When I say /t/ /i/ /n/ each sound/letter
goes in
one letterbox. (words: tin, bill, hint, slip, string)
Book Talk:
Meet Tim the tin man and Jim the
fix it man. Oh, and here comes Silly Sid!
Sid hit Tim, and he is broken! Can Jim fix him? Let's read to
find out! Beginnings
You are going to read the book on
your own first, and when you finish reading it on your own, I will give
you a
partner and you all will read it to each other."
Assessment:
I will have each student come up to my desk individually
and have him or her read pseudo words that I will have on a worksheet.
Click here to Return to
Resources:
Autumn B. Sims: Little Pig
http://www.auburn.edu/rdggenie/chall/simsbr.html