Don’t
Lick That Sticky Stuff!!
Beginning
Reading Lesson
Rationale:
In
order for
students to be successful readers, it is important that they are
phonemically
aware. To be phonemically aware, they must have an understanding of the
short
vowel sounds. This lesson was created and developed to teach children
the
correspondence of i = /i/ in spoken and written words. They will gain
this
understanding by learning meaningful representations of its sound and
seeing it
exposed in different words.
2.
“Now we
are going to look at this tongue twister.” Let’s say it
all together. Lindsay the lizard lived in its igloo. Good! Now, we are
going to
say it again but this time when you hear the short i sound I want you
to shake
your hands and stretch out the sound. For example, if I say little,
then we
will say liiiiiitle instead. Li-i-i-indsay the li-i-i-izard li-i-i-ived
i-i-n
i-i-ts i-i-i-igloo.)
3.
Have
the students to listen to a set of words and tell which
word contains the /i/. Do you hear /i/ in pig or map? sit
or sat?
bat or big?
4.
“Now
that we all know how to make the /i/ sound (do “icky sticky
with fingers), we are going to practice writing the letter
i. Everyone
needs to take out a piece of primary paper and a pencil. Everybody
needs
to look up at me when you are ready and I will model how to write the
letter i.
Watch as we start at the fence and go down to the sidewalk and then
pick up
your pencil and give him a dot just about the fence. “Did everyone
see how
I just wrote that?” I want each of you to write 10 i’s on your paper as
I walk
around to make sure you are all doing it correctly.
5.
“Now,
it’s time to take out your letterboxes.” “Boys and girls,
you will need to make sure you spread out your letters so that you can
see all
of them.” Make sure that each student can see the big teacher
letterboxes and
letters. We are going to learn how to spell words that contain /i/.
Remember
that each box contains just one sound. Watch as I spell our first word
together. What is the first sound that you hear in the word
s-s-i-i-i-t-t-t?
That’s right. The first sound that we hear is /s/ so we will put an s
in the
first box. What is the second sound that you hear in sit? Good! We will
put /i/
in the second box. Can you tell me what the last sound is in our word?
That is
correct! We will put /t/ in our last box. We have just spelled sit in
our box.
Now it is your turn to see if you can spell words that have /i/ in
them. Have
the students use their letters and letterboxes to spell the following
words:
[2- it, is; 3-big, pit, ship, him; 4-list, clip, spit; 5-drift, twist].
Tell
the students how many boxes for each set of the words listed.
6.
We are
now ready to practice reading with the /i/ sound. “Today,
we are going to read a book called Liz is
Six. This book is about a little girl named Liz who is turning six
and gets
a baseball glove for her birthday! She is able to catch the little
pig’s hit
but will the little pig be able to catch her big hit? Well you will
have to
read Liz is Six to see what happens
to Liz and the pig. The students will read their book silently and if
they come
across any problems they may raise their hand for help. When they have
finished
reading, have them raise their hand and tell what words they found that
contained /i/. We will make a list of all the words they found on the
board.
7.
To
assess the children, I will pass out a page with various
pictures on it. Some of them will contain /i/ and some will not. Go
over each
picture on the page, making sure they are pronouncing it correctly.
Then have
the students circle the pictures that contain /i/. When they have
completed it,
go over all of the pictures and discuss which ones contain /i/ and
which ones
do not.
References:
Melton, Shealy. The Glue is Sticky!! (Beginning
http://www.auburn.edu/rdggenie/connect/meltonbr.html
(1990). Phonics Reader Short Vowel, Liz Is Six.
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Constructions