Rationale: To learn to read, children must develop phonemic awareness. This awareness can be developed through fun activities. In this lesson I will introduce the short i = /i/ sound through different activities and an Educational Insights book. By practicing the sound and learning to recognize it in words, the children will become more comfortable when reading words with this sound.
Materials: for the teacher: blackboard, chalk; for each student: primary paper, pencils, Letterboxes, laminated letters (b, d, f, g, h, I, m, n, p, s, t, s, k, w ), book-Liz is Six per pair of children , word sheet with stick, hat, swing, shoe, cat, six, wing, fish, with, twin, sick, ice, and dog written on it.
1. "Today we are going to learn the short /i/ sound. This is what it sounds like /i/. It is the sound that you hear when you say the words: iiicky and stiiicky. Let us repeat these words 3 times each so I can hear the /i/ sound."
2. I will introduce the /i/ sound by having the children recite a tongue twister which I will write on the board. "Now let's all say together: Iggy is in an icky sticky mess when he licks his igloo." "Now in which words do you hear the short /i/ sound in? Raise your hand and I will call on you." I will repeat the tongue twister until all the short /i/ words are identified.
3. "Now let's do a letterbox lesson on /i/ words.'' Pass out letterboxes and letters needed. Tell them that some words will require as few as 2 letterboxes whereas some will require 4. You are going to use a letterbox for each sound. Some letters together just make one sound. For example, the word "with" uses 3 letterboxes: one for w, one for short /i/, and one for th. "Here is how we use the letterbox with the word sit. I put the s in the first box the /i/ in the second and the t in the last box." Sound out these words that I have written on the chalkboard then spell them out using your letterboxes: is-2, it-2, pig-3, miss-3, fig-3, big-3, kid-3, dig-3, pin-3, with-3,and twin-4.
4. "Now get with your partner to read the story Liz is Six. Take turns reading softly to your partner. Count how many short /i/ words are in the story. When everyone finishes we will compare the number of /i/ words you found."
5. "Now we will practice writing short /i/ words on primary paper. Pick 6 /i/ words from the Liz is Six story and write them down on your paper. When you finish I want you to try to make up a name for the pig in the story that has the /i/ sound in it and write it on your paper. For example, one name for the pig could be Sissy." Take up their writing and check to see if they understood the short /i/ sound. Then read out the names for the pig that they chose and have them raise their hands if it’s got the short /i/ sound in it.
6. Assessment: Hand out a word sheet. "Now to make sure that you can recognize the short /i/ we will circle all the words that have the short /i/ in them. Say the words names silently to yourself." Go around to each student and check to make sure that they recognize the short /i/ sound in their words. Help those who are having problems.
- "Big Pig" By: Kasi Lankford http://www.auburn.edu/rdggenie/discov/lankfordbr.html
- Liz Is Six: Book 5 Short I. Educational Insights, Carson. C1990.
- Adams, Marilyn J. Beginning to Read.