Sticky Fingers
Beginning
Rationale: In order to
learn to read
and spell words, children need to understand digraphs so they can match
letters
to their phonemes. In this lesson, children will recognize the short
vowel i
= /i/ in both spoken and written words by practicing reading and
spelling words
containing i = /i/. The children will all participate
individually in a
letter box lesson and practice with recognizing words that have the /i/
sound
in them.
Materials: Elkonin Letter
Boxes;
letters: b, I, g, p, t, r, c, k, j, l, l, s, n, h, w, m, w;
flashcards
of the letterbox words (in, it, big, bill, pig, Jill, sing, hill, twig,
swim,
spring) on them (one set of cards for every two students); primary
paper and
pencils; Silly Sally by Audrey Wood
Procedures:
1)
Introduce the lesson by writing the letter i on the board. Say:
Often
times, when you see this letter it makes the /i/ sound in many of the
words you
will come across. Today we are going to work on reading and spelling
words with
the i = /i/ in them.
2) A good way to remember this is to think of the sound you would make
if you
got slime on your fingers ãickä. ãLetâs wiggle
our fingers while we say icky
fingers, icky fingers, ick, ick, ickä (Teacher models as she says
this).
3) Write: The big pig tricked Jill so she would sing up the hill. Let's
say
this tongue twister together. Read it twice. How many words did you
hear the
/i/ sound in? 6 Good Job! What were some of those words? I will then
write them
on the board. Let's repeat this one more time and really emphasize the i
= /i/. Erase the words and sentence when finished.
4) Now I am going to work with the children hearing sounds in different
words
and being able to pick out the /i/. I am going to ask them: Do you hear
the /i/
in ________ or _________? The word choices will be: pin or crayon; sink
or
watch; bid or brush; thin or can; ship or hair.
5) Students will take out the letterboxes and letters. Say: Now we are
going to
work on spelling out some words with the /i/ sound in them. We are
going to
spell only one sound in each of our boxes when we spell words. Are
there any
questions? You guys are going to do a great job I know but first I am
going to
show you an example on the board. /i/ move i to middle box, /f/
move f
to first box, and /g/ move g to last box. Fig. Ok, now let's
spell some
words.
2 letter boxes: in, it
3 letter boxes: big, bill, pig, Jill, sing, hill
4 letter boxes: twig, swim
5 letter boxes: spring
6) In pairs the students will use flashcards to practice reading aloud
the words
from the letterbox lesson. The teacher will observe and assess the
students
during this part.
7) Now students are going to practice reading with the i = /i/
by
reading the book Silly Sally. I am going to have the students
pay
attention to other concepts that they have learned about reading and
writing
earlier.
Reference:
Eldredge, J. Lloyd. (1995) Teaching Decoding in Holistic Classrooms.
Murray, Bruce and Lesniak T. (1999). The Letterbox Lesson: A hands-on
Approach
to teaching decoding. The reading Teacher, 52. 644-650.
Wood, Audrey. Silly Sally. (1992).
Adapted
by: Jillian Wyatt
Written
by: Angela
Pridmore