I am teaching this lesson to help students learn a new, important vowel correspondence. This will help to further their knowledge of the alphabetic principle by providing them with more insight into how phonemes and graphemes work together to form words. I am teaching short vowels first because there are less instances of irregularity and therefore more uniform and easier to remember.
The students will learn to identify the short /i/ correspondence in both spoken and written words through practice and actual reading.
It is important for students to accomplish this goal so that they can continue their journey to automatic reading. This correspondence is in many words students need to know, therefore, they need to automatically recognize it to be fluid readers.
1)Large picture card with a pig on it, 2)letterbox letter set for each child with the letters: r, i, p, g, s, t, n, h, k. 3)A copy of the book "Sick Pig" for each child, 4)Sheet with letterboxes for each child, 5)pencils, 6)primary paper, 7)large piece of white paper and marker for teacher, 8) glue.
Review: "We have already discussed the vowels short /a/ and short /e/. Each of these vowels has its own sound, /a/ and /e/. The same is true for the vowel we will study today, the short /i/."
1."Everyone repeat after me, /i/. Good now, everyone say pig, now say sick pig. Good job. Notice, when you say /i/, your mouth is wide like you are smiling".
2. I will then put up the large white paper on the board and write "short /i/" on the top of it with a marker. I will ask the children, "Tell me which words you hear the /i/ sound in: tin or tan, big or bog, fish or snail, is or as?" When the children answer, I will write the /i/ words they chose on the piece of paper to hang up in the classroom.
3.I will have the children take out a piece of their primary paper. I will model how to write the short /i/ or lowercase /i/ on the lines on the blackboard. I will ask the children to watch me make my /i/ and then we will all try one together. After they watch me form my first one then I will ask them to pick up their pencils and try it with me, "Start at on the bottom line and go up just over the middle line. Then pick up your pencil and form a dot above the line you just made. Good job. Now every one, take about five minutes and practice writing your own all by yourself".
4. When the children are finished I will instruct them to add their practice sheet they just made to their alphabet book for future reference. Then we will all take out our copy of "Sick pig". I will say, "I am going to read this book out loud to you and I want you to follow along and take note of the words that have the short /i/ in them. You can even use your pencil to make a mark beside those words". I will proceed to read the book out loud to the class.
5. Assessment: "Now, class, you have seen the short /i/ writing in word form and you have heard it spoken. Now we are going to do an activity, so take out your letterbox sheets and your letters out of the baggy. I want you to form the words I call out in the appropriate letter boxes. Arrange the letters so that they form the word I say. This is just like what we do in small group reading. Now, after you are sure that the words are spelled correctly, glue the letters into the boxes and turn your sheets in. Remember to put your name on them". The words will be: is (2), hit (3), pig (3), rip (3), tin (3), pink (4). 6. When the children are finished with their assessment sheets then they will be instructed to individually reread "Sick Pig" and again silently make note of the words with short /i/.
Murray, Bruce. "Reading Genie". Retrieved Oct, 19, 2002.
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