By Angela Simpson
Beginning Reading
Rationale:
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.
Materials:
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
Procedures:
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.
References:
Loveless,
Valerie. Iiiicky,
Iiiicky, Stiiicky.
Murray,
Bruce. The
Tin
Man Fix It. Educational Insights.