Rational: In order for children to be successful readers they must learn that letters represent phonemes in words. Children have a difficult time identifying short vowel sounds when they first begin. One short vowel sound children have difficulty with is i = /i/. This lesson will help children to identify the correspondence i =/i/ in words. The children should be able to feel the mouth movement of i =/i/ when the lesson is finished.
Materials: poster with the following: “It is a big pig sitting in his pin.” ; primary paper and pencils; What Is It? (Steck Vaughn Phonics Readers) , pictures of the following: pig, dish, rat, mit, mug, crib , stick , slug , brick , bat
1. Introduce the lesson about i = /i/ with excitement. By learning this correspondence, the children will be more familiar with the special code of the alphabet. Discuss the importance of mouth movements and that each movement makes a different sound. Today, we are going to talk about the sound /i/. Ask the children for examples of words that have the /i/ sound.
2. Describe the sound as “icky sticky” and talk about when something sticky is on your hands you might say /i/. Have the children make the /i/ sound with their mouths. Make sure each child knows how to make the sound before moving on.
3. Ask the children to follow along with you as you read the poster: “It is a big pig sitting in his pin.” Now, read the poster with the children stretching out the /i/ sound. It should sound like: Iiiiit iiiis a biiig piiiig siiitting iiiin hiiiis piiiin.” This tongue twister will help the children to understand and feel the mouth movement as they say the words. There are eight /i/ sounds in the tongue-twister.
4. Now, I would like for each of you to take our
your paper and pencil. We are going to practice writing the letter i=/i/.
I will show you how to write the lower case letter i. There are three lines
on your paper. The top line is the sky, the middle line is the fence, and
the bottom line is the sidewalk. We are going to place our pencil on the
fence and make a straight line down to the sidewalk. Then, we are going
to dot our i in between the sky and the fence. (Model the letter
on the board step by step). Now, I want to see everyone draw the letter
i. Each of you practice on your paper, and I will come around
to check you off. Remember that i= /i/.
5. I am going to call out some groups of words. I want you to tell me which word has the sound i=/i/ in it. Is or as? Stick or stuck? Big or bug? Cat or kit? Lick or luck? Now I want you to see if you can figure out where the i = /i/ sound is in our tongue twister. When I say the sentence I want you to hold up your hand each time you hear the correspondence i=/i/. “It is a big pig sitting in his pin.” (The words should be said slowly and with pauses in between).
6. Pull out the pictures of the following items: pig, dish, rat, mit, mug, crib , stick , slug , brick , bat . Tape the pictures on the board. “I have taped 10 pictures of things on the board. I want someone to raise their hand and tell me an item on the board that has the /i/ sound in it.” Once all six items have been identified, make sure the children understand why the other four are not taken off the board. “Why did we not take rat off the board? Do we hear the i=/i/ sound in rat? Let’s see /r/ /a/ /t/. Nope! Good job!”
7. Read book What Is It? Have the children come sit around you on the floor as you read it. If possible make this book into a big book so the children can see the letters of each word in order to help the correspondence to make sense quicker. Whenever you come to a word with the /i/ sound have the children nod their heads.
8. Assessment: Have the children write words or draw pictures on their paper that have the sound /i/ in them. Some children may not know some of the pictures on a handout, therefore, have the children come up with their own. Encourage the children to write the words of the items they draw.
Eldredge, J. Lloyd. Developing Phoneme Awareness. Teaching Decoding in Holistic Classrooms. New Jersey. Prentice-Hall, 1995. pp. 23-33.
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