Beginning Reading
By: Claire Dugas
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.
Procedure:
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.
References:
- "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.
Inspirations