must be able to recognize phonemes in words for them to learn to read.
readers need to be taught how to break up the alphabetic code. They
learn about phonemes and how phonemes are sounds that our mouths make
talk. They need to understand the connection between phonemes and
well as be able to identify the sounds that each letter makes. By
about phonemes and letter correspondences, beginning readers can become
readers. Teaching children the short vowels may be difficult for a
understand, and through this lesson children will be given help in
the correspondence i = /i/, one of the short vowels. They will learn to
recognize /i/ in spoken words by learning a meaningful representation
letter symbol, and then practice finding /i/ in words.
of cards with a picture of icky-sticky gum
paper and pencils
of letterboxes and letters (d, i, g, p, n, k, t, w, s, l, m, t, r,
of Tin Man Fix-It by Sheila Cushman
- Begin by introducing to the students
the concept that letters make different sounds and that we need to be
able to match letters to the sounds that they make in order to become
- TODAY WE ARE GOING TO TALK ABOUT THE
/i/ SOUND. THE LETTER ‘I’ CAN MAKE THE /i/ SOUND IN WORDS.
- Give each student a card with
icky-sticky gum on it. Introduce to the students that the ‘I’ we hear
in words makes the sound you hear in icky-sticky gum.
- WHEN YOU FIND A LOWE R CASE ‘I’ IN A
WORD BY ITSELF IT CAN MAKE THE /i/ SOUND. NOW I WANT YOU TO SAY THE /i/
SOUND. GOOD! NOW, WHO HAS BEEN WALKING DOWN THE ROAD AND FOR SOME
REASON YOUR FOOT SEEMS TO STICK TO THE GROUND? WAS IT BECAUSE YOU
STEPPED IN SOME GUM? WHENEVER I STEP IN GUM IT IS VERY ICKY-STICKY! DO
YOU HEAR THE /i/ SOUND IN ICKY-STICKY?
- Have a list of words and ask the
students which ones they hear the /I/ sound in.
- EVERYONE TRY MAKING THE /i/ SOUND
THAT YOU HEAR IN ICKY-STICKY. SINCE YOU ARE ALL SO GOOD AT MAKING THAT
SOUND, HOLD UP YOUR ICKY-STICKY GUM CARD IF YOU HEAR /i/ IN SIT OR DOG?
LOG OR TIN? CLIP OR READ? SEAT OR SPRING?
- Pass out primary paper and pencils.
Have the students practice writing the letter ‘I’ by themselves.
- WE CAN USE THE LETTER ‘I’ TO SPELL
/i/. LET’S PRACTICE WRITING IT. (I will demonstrate on the board as
they make their own I’s) START AT THE FENCE LINE AND DRAW A TREE
STANDING STRAIGHT AND TALL. THEN GO UP AND PUT THE SUN OVER THE TREE. I
AM GOING TO COME SEE ALL OF THE WONDERFUL I’S YOU MADE AND ONCE I DO
MAKE A WHOLE ROW OF I’S JUST LIKE IT. NOW WHEN WE COME ACROSS AN ‘I’
ALL BY ITSELF IN A WORD WE WILL ALL KNOW THAT IT MAKES THE /i/ SOUND
- Now start a letterbox lesson and
demonstrate with the class how to use them to spell words. 3 phonemes:
dig, pin, kid; 4 phonemes: twig, slim, sink, tilt; 5 phonemes: string,
- SINCE YOU ALL HAVE DONE SUCH A
WONDERFUL JOB MAKING THE LETTER ‘I’ WE ARE NOW GOING TO SPELL SOME
WORDS WITH THE /i/ SOUND. CAN ANYONE THINK OF WORDS THAT HAVE THE /i/
SOUND? GET YOUR LETTERBOXES OUT AND YOUR LETTERS AND WE ARE GOING TO
PUT EACH SOUND OF THE WORD I SAY IN A DIFFERENT BOX. FIRST WE ARE GOING
TO SPELL THE WORD SIP. S-S-S-I-I-I-P-P-P. IT ALWAYS HELPS ME TO SAY THE
WORD SLOWLY A FEW TIMES SO I CAN TELL HOW MANY SOUNDS THE WORD HAS. THE
FIRST SOUND I HEAR IS /s/ SO I WILL PUT AN ‘S’ IN THE FIRST BOX. THEN I
HEAR AN /i/ SOUND AND I KNOW WHAT LETTER THE /i/ SOUND MAKES. SO I WILL
PUT AN ‘I’ IN THE SECOND BOX. NOW THE LAST SOUND I HEAR IS /p/ AND A
‘P’ MAKES THE /p/ SOUND, SO I WILL PUT A ‘P’ IN THE THIRD BOX. NOW LETS
SEE IF YOU ALL CAN SPELL THESE WORDS WITH THE /i/ SOUND IN THEM. WE
WILL START WITH WORDS THAT HAVE 3 SOUNDS.
- Have the students get into small
groups and distribute a copy of Tin Man Fix-It to each
student. Introduce the book and have the children read them on their
own. Get the groups to make a list of all the words that have the /i/
sound in it once everyone is done.
- TODAY WE ARE GOING TO READ TIN MAN FIX-IT. THIS BOOK IS ABOUT A TIN MAN NAMED TIM
AND THIS GOOD FRIEND JIM. TIM AND JIM THOUGHT IT WOULD BE A BEAUTIFUL
DAY TO WORK IN THE YARD UNTIL SOMEONE MADE THEM THINK THEY SHOULD HAVE
STAYED IN. SID, WHO WAS A BIG KID, CAME FLYING DOWN THE HILL ON HIS
SKATEBOARD WHEN HE LOST CONTROL AND HIT TIM! TIM DID NOT HOLD UP WELL
WHEN HE WAS HIT AND FELL INTO A MILLION PIECES. LET’S FIND OUT WHAT
HAPPENS TO TIM! (Have the students read the book now) I AM GOING TO
GIVE EACH GROUP A PIECE OF PAPER AND I WANT YOU TO WRITE 5 WORDS THAT
YOU FOUND IN THIS BOOK THAT HAVE THE /i/ SOUND. THEN ONCE EVERYONE IS
DONE WE WILL GET TOGETHER AND SHOW THEM TO THE CLASS.
- For assessment pass out the train
sheet with five trains ranging from 3 to 5 blanks. Read 5 words and
have the students write the sounds they hear in the train blanks.
Explain that we use a train because when we talk we pronounce words as
smoothly as a train moves. (sit, lip, sink, disk, and drift)
- NOW I AM GOING TO READ YOU FIVE
WORDS. I WANT YOU TO SPELL THE WORDS IN THE BOXES ON YOUR SHEET OF
PAPER. DON’T FORGET TO PUT ONLY ONE SOUND IN EACH BOX. (after they
finish) NOW THAT YOU HAVE COMPLETED EACH TRAIN WE DON’T NEED TO SAY THE
WORDS SLOWLY LIKE WE DID WHEN WE WERE SOUNDING THEM OUT. NOW WE ARE
ABLE TO SAY THEM SMOOTHLY LIKE A TRAIN GLIDES ALONG THE TRACK. SO NOW
WE DON’T NEED TO SAY S-S-S-I-I-I-T-T-T ANYMORE, NOEW WE CAN SAY SIT.
Lesniak, T. (1999). The Letterbox Lesson: a hands-on approach for
decoding. The Reading
J. (1995). Teaching Decoding in Holostics Classrooms. Upper Saddle River, New Jersey.
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