Rationale: Learning to read begins with recognizing and identifying phonemes. When children are able to identify phonemes or mouth movements that make up the sounds form which words are constructed, they are considered to be phonemically aware. Several phonemes sound very similar and are hard for children to differentiate such as short vowels. This lesson is designed to teach children to identify the i=/i/ correspondence. By teaching children a sound and giving them a meaningful representation of that sound, it makes the sound and letter easier to recognize in the future.
Materials: Primary writing paper, pencil, tongue twister (Inside the icky igloo is an itty bitty insect.) written on a large piece of paper, Tin Man Fix-It (by Sheila Cushman and published by Educational Insights), picture page including pictures of items that start with the /i/ sound, and crayons.
1. Talk to the class about words and how they are made up of many different sounds. I will then talk to them about how those many sounds are made by making different movements with out mouth. ãWe will be discussing the i=/i/ correspondence and how the letter i makes the /i/ sound. ã
2. I will then say the sound /i/ and ask the class if they know of a time they have ever made the /i/ sound. Then I will tell them that I do not like insects and I always make the /i/ sound really loud whenever I see an insect. Letâs all pretend that there is a big bug and say /i/. The /i/ sound is also at the beginning of the word insect, ãdo you hear the /i/ sound in insectä?
3. ãNow I want all of us to read this tongue twister that has lots of /i/ sounds togetherä (showing them the chart). ãCan anyone read this sentence for me?ä Have the children help each other decode the tongue twister. Then we will say it all together. After we have read the tongue twister, I will model for them how to stretch out the /i/ sound at the beginning of the words. Iiinside the iiicky iiigloo iiis an iiitty bitty iiinsect. ãNow you say it.ä ãVery Goodä.
4. ãNow I want everyone to take out their paper and pencil so we can all learn to write the lowercase letter i which makes the /i/ sound. ãI want everyone to watch me write the letter on the board and then you can write it on your paper.ä I will explain the sky, fence, sidewalk, and ditch aspects that represent the lines on the paper before beginning. ãThe first thing we are going to do is draw a straight line from the fence to the sidewalk. Then we will pick up our pencil and put a dot on top of the line right in between the fence and the sky.ä Model drawing the letter on the board. ãNow I want everyone to draw the letter i on their paper.ä I will check everyoneâs paper to make sure they drew the letter correctly. ãWhen I have checked your paper, I want everyone to write four more lowercase iâs on their paper.ä
5. I will read the book Tin Man Fix-It to the class and have them listen for words that have the /i/ sound in them. We will discuss some of the words containing the /i/ sound and I will write them on the board so that we can circle the part of the word that makes the /i/ sound.
6. Next, I will tell the class that I am going to say some words and I want them to listen for the /i/ sound. I will then call on individuals to tell me which word they hear the /i/ sound in. Do you hear /i/ in pit or hole? Stand or sit? Big or small? Scale or fin? Fish or frog? Insect or bug?
Assessment: For assessment, I will give the children a picture page and ask them to color the pictures that represent the words that contain the /i/ sound.
Eldredge, J. Loyd. Teaching Decoding in Holistic Classrooms. Brigham Young University. Prentice Hall, New Jersey (1995). Pg. 60-61.
Heather Brady: Aaa! Can you cry like a baby? http://www.auburn.edu/rdggenie/illum/bradyel.html
Mary Ann Harbour: The Icky-Sticky Sound http://www.auburn.edu/rdggenie/breakthroughs/harbourel.html
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