!!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
activities.
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.
Procedure:
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/.
References:
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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