By Angela Simpson
For a student to become a successful, they must first recognize letters which are a map of phonemes in spoken words. If the students correlate the letter knowledge to the sound correspondence, they will be successful decoders and readers. In this lesson, I am going to teach the letter correspondence i = /i/. The students will be able to recognize this correspondence in print and in sound through meaningful representation. They will also learn, through a letter box lesson and the reading of a decodable book, how to spell, read, and recognize words with the i = /i/ sound.
Poster with a picture of a child with glue stuck on their hands
Poster with the Tongue Twister: The important iguana inched into the igloo to eat the insect.
Elkonin Boxes for each student( 4 boxes)
Large Elkonin Box for Teacher Modeling (4 boxes)
Letters for students: i,s,a,t,n,h,d,f,p,e,r,l,m
Large letters for teacher: i,s,a,t,n,h,d,f,p,e,r,l,m
Tin Man Fix-it Book (enough books for each Buddy pair)
Primary Paper (enough for each student)
Pencils (enough for each student)
List of pseudo words: sib, hist, mip, fid, lin, sill
1. Put the icky sticky poster on the board. Ask the class, Has anyone ever had something icky sticky on their hands? Tell the class: The child in the picture looks like he might have some icky stick glue on his hand. When I have something icky sticky on my hands, I shake them like this (demonstrate hand motion) and say Eww Icky Sticky. Let us all say it together as we try to get the icky sticky glue off our hand! Great Job class, Kiss your Brain! Now let us try to stretch the i = /i/ sound, ready Iiiicky Stiiicky!
2. Next, place the Tongue Twister poster on the board. The sound that we heard when we said Iiiicky Stiiicky makes the i = /i/ sound. Now we are going to say a tongue twister that has more words with the i = /i/ sound! Read the tongue twister, using a pointer to point at each word. The important iguana inched into the igloo to eat the insect. Let us all read it together now, but we have to remember to use our hand motion and stretch out that i = /i/ sound. The iiimportant iiiguana iiinched iiinto the iiigloo to eat the iiinsect. Great Job Guys!!!
3. Give each child a set of Elkonin boxes and the pre-selected letters that spell the words that will be given. First model how to spell the word with the i = /i/ correspondence. I am going to do the first word to show you what to do. The first word is pit. I am going to stretch out all of the sounds that I hear, ppppp, iiiiiii, ttttttt. The first sound I hear is the ppppp sound, so I am going to put a /p/ in the first box. I believe that I hear our icky sticky sound next, so I will put a /i/ in the second box. Ok, now I have ppppp, iiiiii? T comes next because of the ttttttt sound, so I will but a t in the last box. I think that is all the sounds in pit, let me check, ppppp/iiiiii/tttttt. Yes! That is it! Now, let us see if you can do some on your own.
4. Now begin the Letter Box Lesson. Call out one word at a time while the teacher walks around the room to provide guided assistance. If a student misspells a word, pronounce it exactly as they have spelled it and ask them to try again. Once all the students have spelled all of the words correctly, move on to the next word. LBL word list: 2 phonemes: in, at, is; 3 phonemes rip, hen, pin, fit, hid; 4 phonemes, fish, slim. Once all of the words have been spelled, write them on the board and let the students read them aloud( modeling first). I am going to show you how to read the first word. The word is f-i-s-h. Let us see, f makes the /f/ sound, and sh says /sh/, and we also learned today that the i makes the /i/ sound. So if I put all of this together, fff/iii/shhh. Oh! Fish! The word is Fish. After all of the words have been read, take up all of the materials from the LBL.
5. Divide the class into Reading Buddies, and pass out the book, Tin Man Fix-it. Give a brief book talk to get the students excited about the book, Tim is a Tin man who is working in a garden with Jim. And along comes a big kid, Sid, who hits Tim. He broke Tim! Oh no, what do you think happens to Tim, let us read the rest of the book so that we can find out.Tell the class to read the book and one buddy read a page and then switch. The teacher will walk around the classroom and monitor reading.
6. When the students have finished reading their books, tell them to bring the book up and exchange it for one piece of primary paper and a pencil. Tell the class to write a message about something they enjoy playing with.
7. While all of the students are busy writing, call each student up individually and have them read a list of pseudo words to the teacher. The teacher will be able to assess their knowledge of the /i/ correspondence by how many pseudo words they get correctly. Even if they do not read the whole word correctly, if they get the /i/ correspondence correct, give them credit for the word.
Loveless, Valerie. Iiiicky, Iiiicky, Stiiicky.
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