In order for students to become skillful readers
have phonemic awareness. Phonemes are
the last and most challenging sound units children learn to decipher,
appears after words and syllables (Eldredge, 43). Recognizing
correspondences in words is a trait of fluent
reader. Reading fluency is an important
step toward reading comprehension, which is the ultimate goal of
instruction. In this lesson, students
will learn to recognize the i = /i/ correspondence in written and
Elkonin Boxes (one for each student), Large
(teacher set), set of letter manipulatives for each child and a large
the teacher- i,n,f,t,k,b,r,k,s,p,g,l,m,d, masking tape, Velcro, white
dry erase markers, primary paper, pencils, worksheet with letterbox
words on it
among other words without the /i/ sound – [in, fit, kid, tin, brick,
skill, gift, crib, slim, script], night, kite, will, write, I, bet,
twister (Izzy and Ingrid investigated incredible insects), the book,
Imagination and the letter I by Cynthia Klingel and Robert B. Noyed.
- Introduce the lesson, Today we are
going to imagine that we are detectives and we are going to
search for the /i/ sound in words that we hear and words that we see. The letter I makes two different sounds, I =
/I/ like in the word island, and the other is i = /i/ like in imagine.
- Let’s practice making the /i/ sound
together, I am going to say a tongue twister and I want you to listen
and then repeat it with me. Izzy and
Ingrid investigated incredible insects. Now
lets try that together, repeat. I want you
to imagine you are saying a word that starts with the /i/ sound, close
your eyes and say a word to yourself. What
is your mouth doing? Now lets try the
tongue twister one last time but this time I want you to say it with me
really concentrating on the /i/ sound at the beginning of each word. I-zzy and I-ngrid I-nvestigated I-ncredible
- Have the students place all letter
manipulatives face-up (lowercase up) on their desks along with Elkonin
boxes. The teacher should have all
oversize letters with Velcro on back leaning against chalkboard so that
they are visible to all students. On the
board should be two oversized Elkonin boxes adhered to the board with
masking tape so that they may easily be added as the number of sounds
per word increases.
- I want you to all make sure that
all of your letters are face up on your desk along with 3 Elkonin boxes. Now watch as I show you what we are going to
do with these items. On the board the
teacher should have two Elkonin boxes taped to the board.
Each box stands for a sound in a word, if the word is in,
the hat is in the box. I
would look through my letters and search for the /i/ sound, then lets
think the word is in, so the next sound is /n/ and here it is! Now I need to place this sound in the second
box, in, good! I want you all to
give this a try, now remember we are all detectives and we are going to
investigate the sounds in words that we are hearing. Go through the list of words for the
letterbox portion of the lesson giving a sentence for each word. Allow students to ask questions and compare
with neighbors after they have an answer. For
each word have a student come to the board and place the correct sound
in each box using the teachers set.
- You all did a great job! Now I want
you to each get out a pencil and I will give you all a piece of paper. Since we are detectives who investigated the
/i/ sound I think we should write about our results so that others will
be able to understand the /i/ sound better. I
want you to each write a list of 5 words with the /i/ sound in them. I will give you about 5 minutes. For example, I might put igloo as one
of my words, or tin would be another.
Encourage invented spelling.
- I am going to give each of you a
copy of a book called Imagination and the Letter I, this book shows us
the difference between long and short I so that we may be better
detectives when investigating. Read
Imagination and the Letter I.
- Walk around and collect the papers,
and pass out worksheet. I
am going to give you each a worksheet and on it are words, some from
our letterbox lesson and several others. I
want you to look at the word and investigate the sounds that are
written there and underline the /i/ sound in each word, and if you do
not find the /i/ sound in a word move on to the next word and leave it
blank. First, lets do one together. Do one example with the students, allow
10-15 minutes to complete and then collect for assessment.
<>Eldredge, J. Loyd. (2005). Teaching Decoding:Why and How
2nd Edition. Upper Saddle
River, NJ: Pearson. Pg. 43.
Cynthia and Noyed, Robert. 2004.
Imagination and the Letter I.
MN: Child’s World.
Wheeler, Emily, “Uncle’s Umbrella” at http://www.auburn.edu/rdggenie/guides/wheelerbr.html.
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