Rationale: In order to read and spell,
children must acquire the understanding that letters represent phonemes
in spoken words. This lesson will support recognition of /i/ in spoken
words and its correspondence ‘i’ through speaking, writing, and reading
Materials: Letters and Elkonin boxes for each student, chalkboard, chart with “Iggy the penguin lives in an igloo”, student copies of Tin Man Fix It published by Educational Insights, picture page with illustrations of igloo, house, stick, tree, lips, eye, chips, mittens, hat, and cup.
1. Introduce lesson by telling class that we are going to be word detectives, and as word detectives, we have to become expert readers and really look carefully at what we read.
2. Have you ever gotten something really gross on your hands and cried “iiii?” Well, the very same /i/ is what we are looking for. However, in order to find it we have to stretch out the word. I’ll do the word igloo, iiiggloo. Icky, sticky, igloo. I uncovered one /i/.
3. (Show chart to class) Let’s try a tongue twister to warm us up for searching. “Iggy the penguin lives in an igloo.” Let’s read it together and the second time lets stretch our the words very carefully and search for /i/. How many times did you uncover it? Very good detectives!
4. Let’s see if you can identify /i/ in words. If you hear /i/ in these words I want you to shake your hands as if you have something icky on them. (Model for class) Igloo or hut? Jump or sit? Fix or fox?
5. (Ask class to take our letters and Elkonin boxes) Now I want to see how good of detectives you are. I am going to call out a few words and using your letters and letterboxes, spell out each word. Don’t forget our icky, sticky /i/. I am going to do “fix” for you, Fix, f-i-x, well I know the /i/ is in the middle so I place an i in the middle box… (Proceed to place the f and x in correct boxes) Words for spelling: it, hid, dig, zip, swim, pink, spill. After spelling write words on board and have class read the words to you.
6. Very good, you all are hard working detectives! Now we are going to each read Tin Man Fix It. Have students write what their tin man would look like. Students’ work can be used to create a class book.
7. Assessment: Hand out page with pictures. After naming each picture, have class circle those pictures whose names have /i/. Further assessment by having each child read a list of pseudowords with /i/.
http://www.auburn.edu/rdggenie/elucid/mauldinbr.html -Heather Mauldin Umbrellas Up!
Eldredge, J. Lloyd. Teaching Decoding in Holistic Classrooms. Prentice
Hall Inc., 1995. 50-70.
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