Rationale: Children need to first understand that letters represent phonemes and spellings map out the phonemes in spoken words so that they can read and spell words. Short vowels are some of the hardest correspondences to learn; therefore this lesson will help children identify /i/ in written words by using a letterbox lesson and a /i/ book. It will also help children to learn a meaningful representation and a letter symbol for /i/, and to then practice reading /i/ in words.
Materials: Primary paper and pencils for each child; letterboxes and letterbox letters (b, c, f, g, I, k, m, n, r, s, t, x)) for each child, chalkboard, chalk, Tin Man Fix-It books for each child
1. TODAY WE ARE GOING TO LEARN ABOUT SHORT i. HAS ANYONE EVER BEEN GLUING SOMETHING AND GOTTEN GLUE ALL OVER YOU? YOUR FINGERS GET ALL STICKY AND ICKY DON'T THEY? I will then read a short paragraph story about a boy named Rick who got very sticky using his glue. CAN EVERYONE ACT LIKE RICK AND SHAKE YOUR FINGERS OUT LIKE YOU ARE TRYING TO GET THE GLUE OFF? SHAKE OUT YOUR HANDS AND SAY “ICKY STICKY!” GOOD JOB!
2. NOW LISTEN TO THIS TONGUE TWISTER: “THE IMPORTANT INDIAN WAS ILL WITH INJURIES INSIDE THE IGLOO.” NOW REPEAT THAT AFTER ME. GOOD JOB! NOW LISTEN CLOSELY. DO YOU HEAR /i/ IN SIT OR CAT? LICK OR LOCK? BIB OR BAT? FROG OR FISH?
3. DOES ANYONE KNOW WHAT /i/ LOOKS LIKE? EVERYONE TAKE OUT YOUR PRIMARY WRITING PAPER AND PENCIL AND WRITE A SHORT i ON YOUR PAPER. HOLD IT UP AND SHOW EVERYONE WHEN YOU'RE DONE. GOOD JOB!! WHILE YOU HAVE YOUR PAPER OUT, THINK OF A WORD THAT HAS SHORT i IN IT. WRITE THAT WORD ON YOUR PAPER AND HOLD ONTO IT BECAUSE WE WILL USE IT AGAIN TO WRITE SOME SENTANCES LATER.
4. NOW WE WILL USE OUR LETTERBOXES. EVERYONE GET YOUR LETTERBOXES OUT AND I WILL SHOW YOU HOW TO SPELL USING THE BOXES AND YOU'RE LETTERS. IN EACH BOX THERE WILL BE A DIFFERENT PHONEME. I will draw my own boxes on the board to model for the children what to do. WHEN I SPELL “BIG” I AM USING ONLY THREE BOXES BECAUSE THERE ARE THREE PHONEMES IN BIG. /B//I//G/. Sound out the phonemes. CAN EVERYONE REPEAT THAT AFTER ME? /B//I//G/. GOOD. NOW WHAT WOULD HAPPEN IF I WANTED TO SPELL “RICK” LIKE IN “STICKY RICKY”? WHAT IF I TOLD YOU THAT JUST LIKE THIS WORD “BIG”, THERE ARE ALSO THREE PHONEMES IN RICK? I DON'T NEED TO ADD ANOTHER BOX JUST BECAUSE THERE ARE FOUR LETTERS IN RICK. THERE ARE STILL ONLY THREE PHONEMES. LISTEN AS I SOUND IT OUT: /R//I//CK/. SEE? THERE ARE ONLY THREE MOUTH MOVEMENTS IN RICK. I WILL PUT /R/ IN THE FIRST BOX, /I/ IN THE SECOND BOX AND /CK/ IN THE THIRD BOX.
5. NOW IT'S YOUR TURN. I WILL CALL OUT A WORD THAT HAS A SHORT i IN IT AND YOU WILL USE YOUR LETTERS TO SPELL OUT THE WORD USING THE CORRECT NUMBER OF PHONEMES. THE FIRST WORD IS IT. HOW MANY PHONEMES ARE IN THE WORD IT.? GOOD! THERE ARE TWO. ONLY USE TWO BOXES AND SPELL “IT”. I will continue to have the children spell the following words: 3- tin, fix, sit, 4- stick, trim.
6. I will now put all of the same words used in letterboxes up on the board and call on students to read the words one at a time. Once one student has read the word, the whole class will repeat.
7. I WOULD LIKE EVERYONE TO TAKE OUT THEIR TIN MAN FIX-IT
WE WILL BEGIN
8. GOOD JOB CLASS! NOW THAT WE'VE READ OUR BOOK, I WANT YOU
TO PULL OUT
THAT SHORT i WORD YOU WROTE EARLIER, I WANT YOU TO WRITE A SENTENCE
BOOK TIN MAN FIX-IT USING THAT WORD SOMEWHERE IN THE SENTENCE.
TO UNDERLINE YOUR
Assessment: The children's' assessment will be if they can recognize /i/ during the reading of the book. Also I will assess their written sentences on the book by noticing what word they chose in the beginning of the lesson, if it is spelled correctly, and if I is used correctly in the sentence.
Murray, B. A., & Lesniak, T. (1999). The letterbox
hands-on approach for teaching decoding. The
(1990). Phonics Reader Short Vowel Tin Man Fix-It.
Rouse, Mary. Icky Sticky! http://www.auburn.edu/rdggenie/insights/rousebr.html
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