Silly Sidney

Katie Griggs

Beginning Reading Lesson

 

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:

o   Silly Sidney Puppet

o   Index cards with words on each one (lip, bit, dot, pin, tap, big, small, drip, grab, strap, strip)

o   Letterboxes with at least five squares per student (words: tin, bill, hint, slip, string)

o   Letters needed per student: t,i,n,b,l,l,h,s,p,r,g

o   The book, Tin Man Fix It, from phonics readers (one per student)

o   Pseudo Word Worksheet for teacher (kig, fim, dib, pas, crim, rith, chid, min, frit, sich).

o   Primary writing paper and pencil per student

 

Procedure:

1. "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 Sidney. 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 Sidney!  She is very silly. She 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 Sidney skipped to sit with the kid.’  Let's say it again and stretch out the /i/ sound whenever we hear it.  Watch Silly Sidney 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 bit and bat.  "Which one has the /i/ sound? Bit! 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)

 6. "Now we are going to work on recognizing the /i/ sound when we read.  We are going to read the book, Tim and the Top. Let me tell you a little about this book!

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! 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: To see how my students have learned, I will give them an individual pseudo words test at my desk when they have finished buddy reading the book with their partner.

 

Pseudo Word Test- (kig, fim, dib, pas, crim, rith, chid, min, frit, sich)

 

Resources: Ansley Salter, Tiiicklish Tiiimmy, http://www.auburn.edu/academic/education/reading_genie/realizations/salterbr.htm

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