Iiiiiiiicky!
Lizzzard

Beginning Reading
Trinity L.  Dyess



Rationale:

To become a successful reader, beginning readers must be phonemically aware.  This means that they must be able to recognize that each letter in the alphabet corresponds to a different sound.  By teaching beginning readers phonemes and letter correspondences, we are helping our students to become successful in beginning to read.  Students seem to have the most trouble with vowels which have more than one sound correspondence, for example: i=/i/.  So, to help students ecome successful beginning readers, I am going to use this lesson to help my students recognize the corrspondence i=/i/.  To have my students achieve this correspondence, we will practice by saying the phoneme, saying tongue twisters, spelling with the phoneme, and reading with the phoneme. 

Materials:

Poster with Tongue Twister "Izzy the iguana lives in an igloo."
Letter box letters (per individual student) - plastic letters
Letter box tiles (per individual student)
Tin Man Fix It (From the Auburn Collection)/  Or another suitable book
Worksheets for Assessment
Journals (per individual student)
List of Pseudowords

Procedures:

"Izzy the iguana lives inside an igloo!"
  • I will then ask the students to exaggerate the /i/ sound whenever they hear it in teh tongue twister.  I also want them to do the hand movement that they have learned while they exaggerate the sound.  Example:  "Iiiiiiizzy the iiiiiiiguana liiiiives iiiin an iiiiigloo."  We will repeat this several times exaggerating the /i/ sound.
  • After finishing up with the tongue twister we will review several words with the /i/ sound.  I will model the first one for the students.  "Do we hear /i/ in pig or dog.  Let's see.  Dog,        /d/o/g/, Dog.  No, no /i/ in dog.  Let's look at pig, /p/i/, theres an /i/ sound, pig!  Pig has the /i/ sound.  Now I will give read the following list of words to the class and they will decipher the /i/ sound.
  • Pig or Pat?  Fish or Flash? Etc.
  • Once we have finished going ove our words aloud, we will start the individual letter box lesson.  I will monitor the spellings by walking around the room and making sure that all of the students have spelt the words correctly.  The students will be spelling the following words using their letter box letters and tiles.  2 {Is}, 3 { fin, fat, big, win, fish, chip} 5 {split}.  Before the first word is given, I will demonstrate the the word chin.  I hear three sounds in chin, so I will have three letterboxes.  The first sound that I hear is /ch/.  I will put a ch in the first letter box.  The next sound that I hear is /i/, so I will put an /i/ in the second letter box.  The last sound that I hear is /n/, so I will put the letter n in the last box!  I will now give them their first word, and continue to watch each child's spelling of the word in the boxes. 
  • Now, After having the stuents spell all of the words, I will spell the words out for them and have tehm read the words to me.  Example: SPLIT.  /S/  /P/  /L/ /I/ /T/, Split!  For any problems that occur, I will help the students with blending.
  • After finish up the letter box lesson, each student will receive a book, Tin-Man Fix-It.  To introuduce this book, I will give a book talk.  "Sid is an older kid.  He accidently hurts the Tin-Man.  Do you think that Tin-Man can be fixed?  Let's finish the book and find out what happens."  I will have the students read this book individually to me.  This will allow me to see if they have mastered their new correspondence. 
  • When te students finish reading, they will be asked to get out their journal s and write a letter to their partner!

Assessment:

I will work with the students indivudually to make sure that they have mastered their new correspondence that we have been working on!  I will assess this by providing the students with a work sheet that has pictures of words that have the /i/ sound.  Before they start, I will read over all of the words and make sure that they know what is in each picture.  Also, I will have the students read the following pseudowords: mip, kit, ip, bim, nish, and flin. 

References: 

Laci Rickard http://www.auburn.edu/academic/education/reading_genie/persp/rickardbr.html (Perspectives Fall 2006/ Appetizing Apples)



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