Trinity L. Dyess
must be phonemically aware
to both read and write. This means that
the student must understand phonemes and the relationship between
sounds. To help students become familiar
with these rules, it is important that they are exposed to these
inside the classroom. In this lesson, we
will work on the phoneme i=/i/. Since
vowels are the more difficult to get,
this lesson will focus on this one phoneme.
During the lesson they will practice both reading and writing
Mirrors per student
board with tongue twister:
“Izzie’s Iguana lives In an Igloo!”
Name sticks with each individual students name on one
- Start with an introduction to the
lesson. Today, we are going to work on
the sound /i/. This will be explained
by saying that every different letter has a different mouth movement. I will ask the students to show me how their
mouths are when saying the letter i. We
are going to listen for /i/ in words,
read /i/ in words, and write
letter I. So that the students develop their
own idea of what their mouth looks like while they are saying the
letter i they will each be given a mirror and look at their mouth
saying the letter by itself and when it is used in saying different
- Now, I am going
to introduce our hand movements. I will
ask the students if they have ever had something sticky on their hands
tried to shake it off. I know I have,
and when I do, I shake them trying to get the icky sticky stuff off. So, every time we hear the sounnd /i/, we will
shake our hands, trying to
get the icky sticky off.
- Now we are going
to learn our new tongue twister. Display
poster with the tongue twister “Izzie’s Iguana lives in an Igloo.” Now, every time we hear the sounnd /i/, we are
going to drag it out and
shake our icky sticky hands. Ex. Iiiiizzie’s Iiiiiiguana lives iiiiiin an
iiiiiigloo. We will repeat the tongue
twister several times.
we are going to get out both our pencils and papers.
Great. We are now going to
practice writing the sound that we hear! To
draw the letter i, we are going to start
at the middle and draw a straight line down, until it reaches the
you will come back up and put a dot above the line.
We are going to practice doing this several
I am going to get out my name sticks, and when I call your name I want you to tell me which word contains the /i/ sound? Examples: want or
wit, mitt or matt, would or
will. We will continue this until
everyone has participated.
- I am now going to read the students a story about a Tin-Man. Tin-Man, accidentally gets hurt by Sid, a big
kid. Let’s finish the story and see if the
can be fixed. After we finish reading
the story, we will list some of the /i/
words that we remember on the board.
- As an assessment, I will ask the students to listen for the /i/
sound in several different words. When they hear it, they will
tell me which word it is in. For example do you hear /i/ in igloo
or bear. (Igloo.)
"Reading Genie: Perspectives."
Research-Based Lessons Designed by
Preservice Teachers. 2006. 26 Feb 2007
Pro-Teacher "Phonemic Awareness"
Sense of Phonics: The Hows and Whys.
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