Design for Beginning Reading
By: Sarah Asbury
It is so important for children
to have an accurate understanding of
phoneme/grapheme correspondence in order for students to be successful
in decoding, reading and reading comprehension. This lesson will help
give students a basic understanding of i=/i/ in spoken and written
words by giving them a memorable representation of sound and by
exposing them to that sound in written words.
Chalkboard, chalk, chart with
tongue twister written on it (The
important Indian was ill with injuries inside the igloo), primary
paper, pencils, a copy of Tin
Man Fix It for every
student, flash cards with letterbox words
written on them (pin, slim, pet, print, rag, and fist),
Elkonin boxes for every student, letter manipulatives for ever student
(a, e, i, l, d, p, n, s, m, r, t, g, f), overhead Elkonin boxes, and
overhead letter manipulatives (a, e, i, l, d, p, n, s, m, r, t, g, f),
1. Start the lesson by writing
the letter i on the chalkboard. Does anyone know
what this letter is? And
what sound does it make? Well this is the letter i and it says /i/ like
in igloo or "icky sticky." While you say "icky sticky"
shake your hands out like you have a lot of peanut butter stuck to
themand then have your students repeat the motion with you.
2. Take out the chart that you
have your tongue twister written on and
practice it with your students. I
have a tongue twister for us to practice with. I am going to read it
once and then I want all of us to read it together. The important Indian was ill with injuries
inside the igloo. Good. Now this time when we say it I want
everyone to do their "icky sticky" motion while we drage out all those
interesting i's. The iiimportant
IIIndian was iiill with iiinjuries iiinside the iiigloo. Good
3. Now you are going to
assess the students ability to hear /i/
in various spoken words. Now I am
going to read youtwo words and I want you to tell me which one has that
icky sticky i sound in it alright? Do you hear /i/ in _____ or _____?
The word choices are: slim and frog? bust or fist? spent or rip? and
best or print? Then have
your students try and think of some of
their own words that have /i/ in them, write them on the board and
underline the i in each word. If they have trouble coming up with some,
suggest they look around the room, or maybe a word chart that you might
have in your classroom, and if they continue to struggle offer some of
your own words.
4. Now use the Elkonin boxes to
do a class letterbox lesson. Explain
that some of the words you are going to use might have some of the
other vowel sounds that they have learned already. Hand out the
letterbox sheets and the letters to each student and have them put the
letters on the lower case side. The letters that they will need are: a,
e, i, l, d, p, n,s, m, r, t, g, f. Put your letters and letterboxes on
the overhead and model how to do a word in case they have forgotten,
and that each letterbox stands for each sound. Have your students use
the three letterboxes first and then tell them that theywill have to
sue four later. Now I am going
an example of what we are going to do, just in case you all forgot.
Let's do the word LID, Billy put the LID on the jar. Let's see I hear
/l/ first what letter makes that sound? '"l" good job! So l goes
in the first letter box, and then I hear that icky sticky /i/ sound so
that goes in my second letterbox and then I hear /d/ what letter makes
that sound? "d" good job! Now everyone let's see if you all can do a
couple of words. Read
each word with a sentence that contains the word you are working on,
walk around the classroom andmake sure each student is doing the right
thing. Give them a couple of minutes to fgure our their letters and
maybe even correct themselves. If a student has mispelled a word, then
repeat it to them just as they ahve spelled it and see if they can
fgure out what is wrong, if not then give them the word. After each
student is finished model the correct spelling on the overhead and move
onto the next word. The words to use are: pin, slim, pet, print, rag,
5. Next take out the
flashcards with each of the letterbox words written on them and have
the students read the word out to you. Now everyone
tell me what this words says. Great Job! You are are doing such a
wonderful job recognizing those icky sticky i's.
6. Next introduce the
decodable book: Tin Man
Fix-It. Now we are all
going to read Tin Man Fix-It.
This is a story about a tin man named Tim and he is working on planting
a garden with his fix-it man friend, Jim until a boy named Sid comes
and runs right into Tim on his skateboard. Let's see what happens next!! Have each student take turns
reading a sentence.
7. Have each student write a
message about their favorite activity while you call each student to
your desk one at a time and identify i's in spoken words.
To assess each student, I will
evaluate their ability while reading Tin Man
Fix-It. And I will also
teast their ability to recognize the aound. While they are
writing their message, I will have them come up to my desk and identify
i's in spoken words so that way I can
make sure they have a good understanding of the phoneme and grapheme.
Murray, Burce and Lesniak T.
(1999) "The Letterbox Lesson: A Hands on Approach to Teaching Decoding"
Man Fix It, Carson,
http://www.auburn.edu/rdggenie/discov/adamsbr.html "Hop Scotch"
http://www.auburn.edu/rdggenie/discov/orsobr.html "Scary A-a-a-a!"
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