Gone Fishing
Emergent Literacy
Devon Henderson

In Progress

Rationale:  It is extremely important for children to be able to recognize vowels in words.  Many times students are able to identify the individual sounds made by consonants, but have a more difficult time identifying vowel sounds.  This lesson is designed to assist children in identifying the short vowel /i/ in spoken words.  In this lesson children will assist students in giving meaning to /i/.  Once this has been done, through explanation of the phoneme and repeating a tongue twister, students will play a game in which they fish for words /i/ words.

Materials:  Very small kiddy pool; blue cellophane covering the bottom of the pool; construction paper cut into fish shapes; paper clips to attach to the paper fish; wooden dowel, 3 feet of string and a magnet to make a fishing pole to catch the fish; markers to write the words: in, fin, tip, best, clap, big, tug, fist, dig, dog, and a bucket to place the "caught" fish in; primary paper, pencil, white board, and dry erase marker, copy of Tin Man Fix It (Book 6, Short Vowels: Phonics Readers, Educational Insights).

1. Explain to the children that, "Words are made up of many sounds and our mouth moves in many different ways when we make different sounds.  We need to learn what sounds letters stand for, and how we move our mouths to make those sounds.  Once we do that we will be able to identify those sounds so that we can learn to read and write many different words".

2. "Class, today we are going to learn the short /i/ sound (i = /i/).  Let's say /i/ together.  This is the iiiiiicky stiiiiicky sound.  Did you hear the /i/ in each of those words?  We also hear /i/ in words like fish and swim."

3. Have the students  repeat this tongue twister "The important Indian was ill with injuries inside the igloo" (Wallach and Wallach's Tongue Twisters).
"Say it one more time and listen very closely for the /i/ sound.  See if you can stretch the /i/ sound out and the beginning of each word.  The iiiimportant IIIINdian was iiill with iiinjuries iiinside the iiigloo.  Great job!

4.  Now have the students take out a piece of primary paper and a pencil.  Have your own diagram of the primary on the white board. "Class, now that we know what /i/ sounds like, we can try spelling it.  Start at the roof top, go straight past the fence, swing by the side walk, and straight back up to the roof top (write the letter on the white board as you are explaining to the students).  Write it three more times on your paper and I will come around and see how you are doing".

5. " Now let's play a game.  It is called 'Gone Fishing'.  I am going to use this fishing pole to catch one of the fish in the pond.  Each fish has a word written on it's belly.  When I pull the apple out of the pond with my fishing pole I will read the word and then I want you to repeat it.  Next, your job is to give me a thumbs up if you think the word on the fish has the /i/ sound in it, and if it does not give me a thumbs down.  If the fish does have the /i/ sound we will put it in the bucket and keep it, but if it does not have the /i/ sound we will throw it back.  Let's see how many fish we can collect.!"

6. Do a book talk and read Tin Man Fix It (Book 6, Short Vowels: Phonics Readers, Educational Insights) to the class (or another book containing many /i/ words.  Once you have read it explain to them you will read it again and this time you want them to listen very closely for the /i/ sound.

7. For assessment, give the students a worksheet with pictures of words containing the correspondence i=/i/ (pig, pin, fish, fin, mitt), and words that do not have this correspondence (bat, bug, top, cap, fence).  The students will circle the pictures of the words that contain i=/i/.

· Eldredge,J.Lloyd. Teaching Decoding in Holistic Classrooms. Brigham
Young University. Prentice Hall,Mew Jersey (1995). Pg.61.
· The Reading Genie- http://www.auburn.edu/rdggenie/insights.html

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