Rationale: This is designed to help beginning readers recognize, read, and spell words that contain i=/i/. Students will have meaningful practice with i=/i/ during a letterbox lesson and by finding /i/ in words in a story that will be read.
Materials: Primary paper, pencils, Elkonin boxes (letterboxes), laminated letters (p,i,g,s,x,d,d,h,t,w,n,h,f,l,k), book - Liz is Six. (Every child needs one of each material)
1. Review - "This is the letter I, and it makes the sounds /i/. Listen for the /i/ sound in this tongue twister. The important Indian was ill with injuries inside the igloo. Now repeat after me. The important·." Repeat until students can successfully say the tongue twister.
2. Pass out Elkonin boxes and letters. Explain to the students that for every sound, a letter or letters are placed in a box. Model how to use the letterboxes with the words Liz with three letterboxes, and mint with four letterboxes. Explain the letter - sound relationships for each. Start with the /i/ sound for each, then add the other letters. Have each students fold out three boxes. "Now you try to spell pig" (continue with six, did, wing, whip, and hit). Have students fold out four boxes. "Now see if you can spell flip" (continue with skin and disk).
3. Take up letterboxes. Write each word on the board one at a time and have the students spell the word with their letters. Then call on a student to read the word. Take up all letters.
4. Introduce the book Liz is Six. "This is a story about a little girl and her friend the pig who both love baseball. Letâs find out what happens during a baseball game they play." Break the class up into partners, and have each pair take turns reading to each other.
5. "When you finish reading the story, return to your desks and take out a sheet of paper and write down all of the words in the book that have the /i/ sound. I should receive a paper from everyone in the class. If you finish this activity you may draw a picture about the story."
6. Assessment: take up papers of words with the /i/ sound. While students are drawing, have each student come to my desk and spell a new word using the letterboxes. Then have them read the new word, fin, without the letterboxes.
-Elucidations, Jill Blairâs Beginning Reading Design, Excellent Elephants, http://www.auburn.edu/rdggenie/elucid/blairbr.html.
-Tongue Twisters, from Wallach, M. A., & Wallach, L. (1976). Teaching All Children to Read. Chicago: University of Chicago Press.
-Liz is Six, Book 5 ö Short i. Phonics Reader ö Short Vowels. Educational Insights, Carson. c1990.
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