Rationale: Letter recognition is vitally important for emergent readers and they need to understand that each letter is associated with a corresponding sound. This lesson will help the students learn the grapheme and phoneme i=/i/. They will have practice with words including i=/i/ and ones that do not. This will help the students study the difference and master the short i. Children need to know phonemes before they can make meaning out of words. At the end of this lesson a child should be able to recognize i=/i/.
is Six by Sheila Cushman, Educational Insights.
by Sheila Cushman, Educational Insights.
-Picture worksheet with teacher’s choice of pictures (i.e. picture of mitt vs. cow)
“Boys and girls, we have been working on our short vowels the past couple of weeks. We have already learned that a=/a/ and e=/e/. Today we are going to look at the letter i and listen for what sound it makes! We can hear /i/ in igloo. Can you hear the /i/ in igloo? Now everyone make the /i/ sound and look across at your friend to see the mouth movement they make! Today we will learn about many words that have i=/i/.”
“Has anyone ever gotten their hands icky and sticky from glue before? Do you hear the /i/ in icky and sticky? (Note: It is important to draw out the /i/ for students to hear in words) Boys and girls, let’s all shake our hands when we hear the /i/ in the following words, just like we hear in icky (shake hands) and sticky (shake hands). Do you hear the /i/ in: lick or lack? pug or pig? last or list?”
“Boys and girls, now we will try a tongue twister with the /i/ sound. Make sure to draw out the /i/ so that everyone can hear it in the sentence. ‘/I/zzy the /i/nchworm /i/s /i/tchy.” Very good boys and girls”
“You all did so well with the tongue twister. Now it is time to pull out our primary paper and pencils. We will practice writing the letter i on our pages. This will help us recognize the sound /i/ with the letter. Okay students; follow what I do on the board with your own paper. Start at the fence and move down to the sidewalk. That is the body of our little i. Next we dot it! Let’s try it again, start at the fence and move down to the sidewalk and dot the little i. Very good class! I want you all to make at least 5 more i’s so that I can walk around the classroom and help any of you that need it”
“Good job class on writing our little i. You all did such a good job. Now we are going to do a really fun activity. You are going to have to think about the various items we have in the classroom and try to name something that you hear the /i/ in. For example, you could say that you hear /i/ in fish. If you can’t find any in the classroom, and you think of any word on your own that you hear /i/ in, you can say that too! Okay let’s begin!” (Teacher can call on individual students then).
“Now it is time for me to read a book to you. This book will include many words with the /i/ in them. As I read the book, I want each of you to shake your hands each time you hear a word that includes the /i/. The book is called Liz is Six.” As the teacher reads the story, he/she should pay attention to students and observe which students understand that i=/i/.
“Alright students, now that each of you has done such a good job on i=/i/, I am going to pass out some worksheets with pairs of pictures for each number. I want you to circle the picture whose name includes /i/.” Teacher should walk around the classroom and see if any students need help.
Assessment: Collect the students’ worksheets.
Piggy by Emily Watts
http://www.auburn.edu/rdggenie/insp/wattsel.html (Emily Watts)
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