Rationale: Children must first learn and understand that letters of the alphabet represent phonemes, before they can ever begin to read or write. It is also crucial that students learn the importance of spelling words in that the spelling becomes a map of the phonemes in spoken words. Of all the phonemes, short vowels are the hardest to identify.
"Jim the Tin Man" will teach children to recognize i = /i/ and he will learn to identify this new phoneme in spoken words as well.
Materials: Primary paper and pencil, Tin Man Fix-It (Educational Insights).
1. Our written language is a secret code and we are going to try to figure out some of that code. First we need to learn what letters stand for and what sounds they make. Then we need to see what mouth moves make those sounds. In this lesson we are going to learn the mouth move /i/. The sound /i/ is used in many words. By the time we finish today, you will be able to read new words that contain this letter. When we say /i/ our tongue touches the back of our teeth and our mouth forms a little smile.
2. Have you ever felt something so icky, sticky, and slimy that it made you say /i/? The letter i says /i/. Stretch it out and see if you can say /i/. Try saying /i/ in a word like "dig" and see if you hear the /i/ sound. Dddi-i-i-igg. Did you hear the /i/ sound in the middle of the word "dig"? Let's try another word. Say "Jim," Jjji-i-i-imm. Good job saying Jim!
3. I have a tongue twister I want you to try. "Big Jim tripped over a pig while dancing a jig." Let's all try it together. Now say it to your partner and have him say is back to you. That's funny, isn't it! Did you hear the /i/ sound? I did! Say it again and this time drag out the /i/ sound. Ready, Let's go.
4. Now you can take out a sheet of primary paper and a pencil for a game. Let's practice writing the letter i for the sound /i/. If you draw a line from the roof to the sidewalk and give him a dot for a hat you have just formed a perfect i. Practice, practice, practice!
5. I am going to say some words and you listen for the /i/ sound. If you hear the sound, raise you hand quietly. Ready? Do you hear /i/ in sip? sag? jet? sit? kat? bit? rip? hop? Here’s a hard one, kitten? What about lift?
6. Read "Jim the Tin Man" and discuss the pictures on each page. Read it a second time having the kids drag out the /i/ sound in each word that contains a short i sound.
7. Lastly, have the students look at the words on each page and point to the words that contain the /i/ sound. Also, ask the kids to think of some words that may not have been in the story that contain the /i/ sound. Make a note of each word he/she calls out.
Reference: The Reading Genie Websites www.auburn.edu/rdggenie/insights
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