This lesson is designed to teach beginning readers to recognize that i alone in written text will map out the /i/ phoneme in spoken words. Their knowledge of short vowels will be increased, which improves their phonemic awareness. Students will identify /i/ in spoken words, spell and read words with /i/ using letterboxes. Students will also read a new book that uses the /i/ correspondence frequently.
1. "Today we are going to learn the about the vowel i. We are going to practice really hard to learn to read and spell words with /i/ in them through some fun activities! There are many words that have the / i / sound in them."
2. Today we are going to learn the mouth movement and sound used for the letter i. Raise your hand if you can tell me which of these three words has the letter i in it. Write the words pig, dog, and cat on the board. Good pig has the letter i in it. Just like a pig, short i=/i/ is a messy letter, so when he goes to play he gets all icky and sticky just like a pig playing in mud. Lets all say iiiiiii like when we sometimes touch something sticky and gross like chewed bubble gum. This is the /i/ mouth move. When we make that sound, let's move our hands like this as if we are trying to get gum off of our fingers (demonstrate icky sticky movement). Let us see if we can hear /i/ in some words by saying the words slowly and stretching out each individual sound. I will go first. I am going to try pig: /p//i/g/. I heard the /i/ right after the beginning sound of /p/. Now it is your turn. Go ahead and try!
3. Now let's try a new sentence. The little silly pig left the six big pigs. If you want to find the /i/ mouth move, say the sentence slowly and stretch each word out. "The liiiiiiiittle siiiiiiily piiiiiiiiig left the siiiiiiix biiiiiiiiig piiiiiiigs." Did everyone hear the icky sticky /i/? Raise your hand when I say the word with the /i/ mouth move. Repeat tongue twister. Wonderful!
4. Now I will produce a large letterbox lesson with the class. Hang the laminated letterboxes on the board and get out your washable marker. As a teacher you can listen to your student's remarks and write the phonemes either for them or have them come up and write them themselves. Some example words to use are: it, pig, lid, fast, fist, stop, sit, etc.
5. I have a wonderful story about a birthday party! Who loves having a party on their birthday? We all do! Well this is a story about a girl named Liz who is turning six. She really wants a party, but she's not sure if the party will be a success. Will her friends come? Will there be enough cake? You'll have to read to find out! Students should then read Liz is Six by Educational Insights once all the way through with the help of a peer or a teacher. Now that we have read Liz is Six, I am going to read the book out loud again to you. This time, every time you hear the /i/ sound, I would like for you to snap your fingers once. Let's begin!
6. Now I want you to think to yourself of a word that has the /i/ sound in it. After you have thought of a word, write the word in your best handwriting three times, and after you finish raise your hand to show it to me. Once you have shown it to me, I want you to write it on the picture of the pig that has been placed on your desk. Class will discuss responses.
7. For assessment, I will use the rubric, as well as make note of the children's pigs. I will also consider class participation and reading of the book.
Liz is Six. Educational Insights. 1990.
Huff, N. The Pink