Little
Silly Pig
Beginning
Reading
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.
Procedure:
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.
References:
Liz is Six. Educational
Insights. 1990.
Huff, N. The Pink
Pig. http://www.auburn.edu/academic/education/reading_genie/innov/huffbr.html
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