Jennifer
Pegues
Literacy
Design—Beginning Reading
Picky Pig
Rationale: In order for children to learn to read,
they
must first be aware of the correspondence that exists between a letter
and the
phoneme it represents. Short vowels are
the most difficult phonemes for children to be aware of and to identify
in
words. In this lesson, the children will
learn to recognize the correspondence i = /i/ in written
words.
They will learn the sound i makes by learning a meaningful
representation and how to spell and read words with the i = /i/
correspondence through a letterbox lesson and by reading a book.
Materials: primary
paper, pencils, elkonin boxes for each child, laminated letters for
each child
(a, b, f, g, h, i, n, p, r, s, t), “copy of Liz is Six” for every
child,
worksheets for each child (see attached page for example of worksheet)
Procedure:
- Discuss the letter i and the sound
that it makes /i/. Write the letter
i on the board and ask the children if anyone knows what sound it makes. “Does anyone know what sound this letter makes? That’s right, /i/. Let’s
listen for /i/ in this sentence: The picky
pig sits on a big hill. Can someone come
and point to the letter in the word pig that says /i/?
Good job. The letter “i” is
what makes the /i/ in pig. Can someone
tell me another word from our sentence that has /i/ in it?
Great.”
- “Now I want you to listen closely to
some words and tell me which word has /i/ in it. Big
or small? Stand or sit?
Swim or walk? Mountain or hill? Good job.”
- “Now I want to make sure that everyone
knows how to write the letter “i”. Pull
out your paper and pencil and practice writing it five times on your
paper. Great job.”
- Begin the letterbox lesson. “Let’s take out our letterboxes and letters. Watch what I do so that you know what we are
doing.” Model how to place the letters i
and t in the letterboxes to represent the word “it.”
“ I want to spell it. So I need
to figure out what letters make the sounds /i/ and /t/.”
Then take away the letterboxes and say “This word says ‘it.’”
- “Now I want you to spell ‘is’ in
your letterboxes using your letters. Can
someone tell me how many boxes we need to spell ‘is?’
Good job. We need two boxes
because there are two sounds in the word ‘is.’”
- Continue with the letterbox lesson
asking the children to spell fin, ran (review word), rib, thin, grip,
and spit.
- After completion of spelling the
words, write each word on the board, asking a student to read it to you.
- Introduce the book, “Liz is Six” to
the class with the following introduction: “This
book is about a girl and her friend who is a pig. One
day something happens when they are playing softball.
Let’s find a partner and read the book together to see what
happens.”
- Have the children pair up and read the
book to each other.
- For an assessment, pass out worksheets
for the children to work on. “Boys and
girls, I want you to read the sentences on this paper very carefully. Circle the words that have /i/ in them. I know you will do a great job.
You can say the words aloud if you need to in order to
figure it out. When you are through with
that, color the pictures at the bottom of the page that have an /i/ in
their names.
Example
of Worksheet
Name: ______________________
Circle the words that have /i/ in them.
1.
The
big bug ran
down the hill.
2.
Billy’s
dog
licked his chin.
3.
The
cat sat on
the window sill.
4.
The
fin on the
fish is red.
5.
Our
ribs are
inside our body.
Color the pictures whose name has /i/ in it.
Reference:
Carey,
Erin. Nick’s Sticky Icky Fingers. http://www.auburn.edu/rdggenie/guides/careybr.html
Thomas, Gina. Mr.
Piggy. http://www.auburn.edu/rdggenie/guides/thomasbr.html