Itchy Ritchy


Beginning Reading Design

Jeremy Knowles

Rational:

 In order for children to learn how to spell and read they need to recognize that a letter represents a phoneme.  Learning the phoneme and letter correspondences can help a poor reader become a good reader.  Short vowels are also hard to identify.  This lesson will help children to identify the correspondence i = /i/ by using it in meaningful phrases and also learn how to read and write using it. 

Materials:

 Index cards with words on each one (dip, dad, tin, top, big small, grip, grab, strap, strip)

                    Letterboxes with at least five squares (words: fin, fill, hint, stick, spring)

                    Letters: g, i, n, p, r, s, t,

                    The book, Tim and the Top from phonics readers

                    Paper with list from one to five with letterboxes for each one (#1-3 boxes, #2-3, #3-4, #4-4, #5-5) (words:  tip, sit, grip, spin, strip)

Procedure:

1.   Introduce lesson by explaining that our written language is like a secret code.  Each letter has a sound that goes with it.  The letter i makes the /i/ sound.  Today we are going to work on the /i/ sound.  We are going to see if we could find this sound in some words that we spell and words that we read. 

2.  Have you ever been really, really itchy?  Can you hear the /i/ sound in the word itchy?  Let’s think about our mouth movement when we say the /i/ sound.  Now lets act like we are itching all over and make the /i/ sound as we scratch our itches.

3.  Let’s say this sentence together, “Itchy Richey bit the big stick.”  Let’s say it again and stretch out the /i/ sound whenever we hear it.  /i/ tchey r /i/ chey  b /i/ t  the b /i/ g  st /i/ ck.   

4.  Now I am going to see if you can remember the /i/ sound when you see it in written words.  I’m going to hold up two cards with a word on each of them. I want you to tell me which one has the /i/ sound.  I will hold up the cards dip and dad.  Which one has the /i/ sound?  Dip, good!  Do this for the rest of the cards.

5.  Now we are going to use letterboxes to spell some words.  Make sure and remember that only one mouth sound goes in each box.  I will model how to do it by putting each letter sound in one box to spell out the word and then have the students do their own as I say each word. When I say /s/ /t/ /r/ /i/ /p/, each sound goes in one letterbox.

6.  Now we are going to wok on recognizing the /i/ sound when we read.  We are going to read the book, Tim and the Top.    Read the book together.  Cross check with the students if they have any miscues as they read.

7.  For assessment I will give them a spelling test to review the /i/ sound and phoneme awareness.  Finally we are going to review and see if you can spell some words that I give you and see if you can separate the different sounds in each word.  Use the paper with the list from 1-5 with letterboxes on each one.  I am going to give you a list of words and I want you to spell them and put the letter sounds in each letterbox as you spell them.  I will give the words in order so that the number of phonemes corresponds with the number of letterboxes.

Refferences:

Autumn B. Sims:  Little Pig

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