To learn to read and spell words, children need
to know that letters stand for phonemes and spellings map out the phonemes
in spoken words. Children must learn to recognize phonemes before
they can match them to letters. This lesson will help children identify
/i/ (short i). They will learn to recognize /i/ in spoken words as
well as the letter representing it.
Primary paper and pencil; chart with ãSid,
the Indian, is in his iglooä; drawing paper and crayons; picture page
with bug, pin, kitten, tint, lips, dog, and chin.
1. Introduce the lesson by explaining that writing
is a secret code. Today weâre going to work on spotting the
mouth move /i/. As you get to know /i/ it will be easy to spot in
2. Ask students: Have you ever put your hands
in something gross and said ãthis is ickyä. The beginning
of ãickyä is the mouth move that weâll be looking for
today. Everybody say kitty and stretch it out. See if you hear
the icky sound. Yes, right in the middle.
3. Letâs try a tongue twister. (on chart)
Sid the Indian is in his igloo. Everybody say it together.
Say it again but this time stretch the /i/ at the beginning of the words.
ãSid the iiindian iiis iiin his iiigloo.ä Try it again,
and this time break it off the word: Sid the /i/ ndian /i/ s /i/ n his
/i/ gloo. Good work
4. We can use the letter i to spell /i/.
Letâs write it. Start at the fence line. Draw a line
straight down to the sidewalk. Then right above the fence line, make
a dot. After I check your letter i, I want you to make a whole row
just like that one.
5. Iâm going to ask you some questions
and raise your hand to answer. Do you hear /i/ in pin or bat?
Sit or stand? Kitty or dog? Bit or eat? I am going to
give you a card with the letter i on it. If you hear the /i/ sound,
I want you to raise your card. If you donât here it, keep your
card on your desk.
6. Have students get out their paper and
pencil. "We are going to learn to make the letter i. Begin
at the fence line and draw a straight line down. Then go between
the fence line and the sky line and make a dot. When you get finished,
show me. Then I want you to make a whole row of them.
7. For assessment, hand out picture page and
get students to name each picture. Then get students to circle each
picture whose names have /i/ in them.
Eldredge, J. Loyd. (1995) Teaching Decoding
in Holistic Classrooms
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