Model Emergent Literacy
Joanna Hall
Rationale: To learn to read and spell words. Children need to understand that letters stand for phonemes in spoken words - spellings map out the phoneme sequence in spoken words. Children have to be able to recognize phonemes before they can learn correspondences. This lesson will help students identify /i/ (short i). Students will learn to identify /i/ in spoken words by learning a meaningful representation, a letter symbol, and then by practicing finding the /i/ in spoken words.
Materials:
- Primary Paper
- Pencils
- Chart with "Icky, ink is in the ink well."
- Class set of cards with i on one side and a sad :( face on
the other
- Drawing paper
- Crayons
- Tin Man Fix-It (Educational Insights)
- Picture page will illustrations of rib, bib, tag, lip, zip, kid,
mat, big, dig, fig, fat, pig, and hill
Procedures:
1. First introduce the lesson by talking about writing.
WRITING IS A SECRET CODE. ALL WE HAVE TO DO IS LEARN WHAT LETTERS
STAND FOR...AND LETTERS STAND FOR THE MOUTH MOVES WE MAKE AS WE SAY WORDS.
TODAY WE ARE GOING TO WORK ON THE MOUTH MOVE /i/. AS SOON AS YOU
GET TO KNOW /i/, YOU'LL BE ABLE TO SPOT /i/ IN ALL TYPES OF WORDS.
2. NOW CLASS, LET'S SAY THIS TOGETHER...ICKY, STICKY /i/. DID YOU HEAR THE /i/ SOUND? WELL, THAT'S THE SOUND WE'RE LOOKING FOR IN WORDS TODAY. NOW I'LL SHOW YOU /i/ IN ANOTHER WORD - RIB. STRETCH IT OUT AND SEE IF YOU HEAR THE /i/ - rrri-i-i-ib. ri-i-i-i...THERE, WE SAID THE /i/ SOUND, JUST LIKE ICKY STICKY /i/.
3. LET'S TRY A TONGUE TWISTER (located on chart). "Icky, ink is in the ink well." EVERYBODY SAY IT TOGETHER. NOW SAY IT AGAIN AND STRETCH OUT THE /i/ SOUND WHEN YOU HEAR IT IN A WORD. "Iiiicky iiink iiis iiin the iiink well." GREAT JOB CLASS! NOW LET'S SAY IT AGAIN, BUT THIS TIME WE WILL BREAK /i/ OFF EACH WORD: "/i/ cky /i/ nk /i/s /i/n the /i/nk well." GOOD WORK!
4. WE WILL NOW PRACTICE WRITING THE LETTER i to spell /i/. (students will take out primary paper and pencil.) LET'S WRITE IT - GO DOWN FROM THE FENCE AND GIVE HIM A FEATHER (or a hat). I WANT TO SEE EVERYBODY'S i. AFTER I CHECK IT OFF, I WANT YOU TO MAKE A ROW OF i's JUST LIKE IT. WHEN YOU SEE THE LETTER i ALL BY ITSELF IN A WORD, THAT'S A CUE TO SAY /i/.
5. I WILL NOW CALL ON SOME OF YOU TO TELL ME IF, AND IN WHICH WORD YOU HEAR THE /i/ SOUND. TELL ME HOW YOU KNOW. OK - ARE YOU READY? DO YOU HEAR THE /i/ SOUND IN baby or bib? Pig or cow? Lip or ear? Big or small? Grass or hill?
6. Pass out an i/:( to each student. NOW CLASS, LET'S SEE IF YOU CAN SPOT THE MOUTH MOVE /i/ IN SOME WORDS. SHOW ME THE i SIDE IF YOU HEAR /i/ AND THE :( SIDE IF YOU DON'T (Model). Say words one by one: Icky, ink, is, in, the, ink, well.
7. Read Tin Man Fix-It and talk about the story. Read it again and have the students raise their hands when they hear words with /i/. List their words on the board. Have each student draw a picture from the story (for example: the tin man) and write a message about it using inventive spelling. Children's work may be displayed around the classroom or in the hall for other's to see.
8. For assessment, distribute the picture page and help students name each picture. Have the students circle (or color) the pictures whose names have /i/.
Reference:
http://www.auburn.edu/rdggenie/openings/williamsel.html
Alissa Williams. The Reading Genie Website: The Icky in Sticky.
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