Rationale: For children to learn how to read and spell
words, one must
have an understanding of the alphabetic principle. Children need
able to recognize that letters stand for phonemes and spellings map out
phonemes in spoken words. Long and short vowels are hard for
understand but short vowels are the most difficult to recognize.
of this lesson is i = /i/. In this
lesson I will teach the children how to recognize the /i/ sound
with a funny tongue twister. I will also have the children
feel how their mouth moves as they say /i/.
I will provide a helpful hand gesture that the children can use as they
familiar with the /i/ sound. This
lesson will require children to recognize /i/ (short i) in spoken
words and in written words.
Materials: Primary paper and pencil, chart with “Itchy
Iggy itches in his igloo”, drawing paper and crayons, Liz
Is Six (Educational Insights), box
of objects (the objects will include stuffed animals such as a pig, duck,
and inchworm), one worksheet for each
child. The worksheet will include pictures of items that have a short /i/
and that do not have short /i/ (The
pictures will include: lips, stick, bed,
mint, fish, bear, witch, hat, and a bug).
lesson by saying that language is like a secret code- letters are not
only written a certain way, but they also make certain sounds when we
speak. “Today we are going to look at the letter /i/ and listen
for what sound it makes. We will see how our mouth moves when we
say /i/. There are so many fun /i/ words; you’ll be surprised how
many you already know! Let’s get started! I know you’ll be
you ever been really, really itchy? Can you hear the /i/ sound in the
word itchy?” Let me show you how our mouth moves when
we say the /i/ sound. Now let’s act like we are itching all over
and make the /i/ sound as we scratch our itches.
tongue twister chart. I am going to give you a tongue twister that has
many /i/ sounds in it. (read tongue twister) “Itchy Iggy
itches in his igloo.” Lets’ say this tongue twister together 3
times. Okay this time when we say it I want us to stretch out the
/i/ sound in every word that you hear the /i/ sound in. Let me show you
how to do this : Iiiiiitchy Iiiiiiiggy Iiiiiiiitches
Iiiiiiin hiiiiis Iiiiiiiigloo. Now this last time let’s say it as
we use our hand gesture (scratch your itches) “Great Job! You all are
practice writing the letter that makes the mouth movement /i/.”
[Students take out primary paper and pencil] “We use the letter i to spell /i/. Let me show you how to write it: Start
at the fence and draw a straight line to the sidewalk, then pick up
your pencil and put a dot right above the line you just drew between
the fence and the roof. [Model this] Now I want you to practice writing i. While I am walking around checking your work I
want you to make a whole row of i’s.
Now when you see the letter i by itself in
a word you will know to say /i/.
all are doing such a wonderful job!” Now, I have some objects in this
box that have the /i/ sound and others that do not. When I pull
out an object from the box I want all of you to tell me what the object
is. After we name the object, I want you to raise your hand if
you hear the /i/ sound in the word. If you do not hear it, do not
raise your hand. Let’s do one for practice! (Pull out stuffed
pig). Students raise hand. “Good job boys and girls! Now let’s try out
the rest of the objects in our box.”
all are incredible!” Now we are going to read Liz is Six, so
pull out your book. Whenever you hear the /i/ sound, scratch you
itches like we did before. Great job doing your hand
gestures! Now that we are pros with the short /i/ sound let’s
read it again but this time I want you to say Itchy Iggy
when you hear a word with the /i/ sound. I will write these words
up on the chalkboard.
will then take out primary paper and pencil and write a silly story
trying to use as many /i/ sound words that they can from the words I
wrote on the board. After students have written a story, students will
draw a picture to go along with the story. Students work will be
displayed out in the hall.
assessment, I will give each student a worksheet with pictures of
objects on them (the pictures will include: lips, stick,
bed, mint, fish, bear, witch, hat, and a bug).
First let’s name all the objects together. Now I want you to go
back and circle the pictures that you hear the /i/ sound in.
Eldredge, J. Lloyd (2005). Teaching
Decoding Why and How. Pearson Education, Inc. Upper Saddle River, New Jersey.
“Itchy Richy” by Jeremy Knowles
is Six. Educational Insights.
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