Gina Thomas

Lesson Title:  "Mr. Piggy!"

Beginning Reading Design: i=/i/
 

Rationale: This lesson is designed to help beginning readers read, spell, and recognize words that contain i=/i/.  The students will be participating in a letterbox lesson that will give them meaningful practice with i=/i/.  They will also be identifying or recognizing words with /i/ in the text, "Liz is Six."

 

Materials: Primary paper, pencils, Elkonin boxes (letterboxes), laminated letters, {p,i,s,g,x,d,d,h,t,w,n,h,f,l,k}, and the text-"Liz is Six".  (Every child will have copies of the letters, letterboxes, and the text).

 

Procedures:

1. Discuss the letter i and its sound /i/.  "This is the letter i, and it makes the sound /i/.  Listen for the /i/ sound in this tongue twister. {The little pig is ill inside his igloo.} Now repeat what I say; "The little pig·..." (Repeat the tongue twister until the students can successfully say it all.

2. Give each child their letterboxes.  Express to them that for every sound they hear, a letter or letters will be placed in the box.  The teacher should then model how to use the letterboxes with the word "pig".  Each letter in "pig" should go into a separate box.  Next, the teacher should model the word "lint".  This word should have four boxes.  Next, explain the sound to letter correspondences for each word.  Start with the /i/ sound for each and then move on to the other letters.  "Now children, I want you to try and spell the word "big".(After this word is used in the letterboxes, the teacher should ask them to spell other words like: six, did, wing, Liz, whip, and hit).  Next, ask them to fold out four letterboxes.  "Now let's see who can spell flip. Now spell skin and disk."

3. Next, tell the students to put their letterboxes away.  Write each word that they just spelled on the board one at a time.  Have them model the word that they see with their letters.  Then call on one person to read the word to the class.  Do this until all words have been read.  

4. Next, introduce the book, "Liz is Six."  "Children, this is a book about a little girl and her pig friend who both love to play softball.  One day, something happens while their playing a game, I wonder what it is?"  Now, break the class up into partners and have each pair take turns reading the text to one another.

5. "Boys and girls, when you are finished reading, go back to your seat and take out one piece of paper.  I want you to write down all of the words in the book that have the /i/ sound.  Everyone should turn in their own sheet of paper. This is not a partner activity.  When you're finished writing, you may illustrate the story on a separate piece of paper."

6. Assessment:  In assessing the children, the teacher should take up the words they wrote from the story.  While the children are illustrating the story, call each child one by one to the desk and have them spell a new word in the letterboxes. Then have them read the new word, fin, without the letterboxes. This will help the teacher in evaluating each child and their knowledge of

i=/i/.

 

References:

"Liz is Six", Book 5-short i.  Phonics Reader o short vowels.  Educational

Insights, Carson. C1990.

 

Discoveries, Kasi Lankford, Beginning Reading Design,

"Big Pig".

http://www.auburn.edu/rdggenie/discov/lankfordbr.html

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