Rationale: It is essential that beginning readers are able to first recognize that letters represent different sounds in order to become successful in reading and writing. To become fluent readers, children must learn about phonemes and letter correspondences. This lesson will teach students to recognize, spell, and to read words that contain the i=/i/ correspondence. Students will learn this correspondence through meaningful representation and identifying both spoken and written words containing the i=/i/ correspondence.
1. Begin the lesson by explaining to the students that they are going to learn about the letter i and the sound it makes. "We hear and see it in many words everyday so its important to learn about it.” Today we are going to learn how to spell and read words that have the /i/ sound.
2. “Has anyone ever gotten something stuck on their hands causing your hands to become really sticky?” Show class picture of women shaking hands off. Demonstrate shaking hands pretending there is something sticky on them and while saying, “Iiiicky, Stiiiicky!” Explain that the letter i makes the /i/ sound as in Icky, Sticky. Have students repeat it with you while using the hand gesture. Have them stretch out the /i/ sound.
3. Explain that there are many words with /i/ in them. Now show them the tongue twister poster. The important Indian is inside the igloo. Demonstrate first by saying tongue twister and using hand gestures at the same time. Have students repeat it with you and practice it with them three times along with the class. Do it again but be sure to stretch out the /i/ at the beginning of the words. “The iiiimportant Iiiiiindian iiiiis iiiinside the iiiigloo.” Try it again, this time break the /i/ off the words: The /i/mortant /i/ndian /i/s /i/nside the /i/gloo.
4. Have students take out primary paper and pencil. “We can use the letter Ii to spell /i/. I will demonstrate how to write it first. For capital I, start with a straight back, then give him a headdress and his moccasins. For lowercase i, go down from the fence, and give him a feather. Lets all try it.” First have them write the capital I 10 times and then the lowercase. Walk around and check their work.
5. Now practice finding the /i/ sound in spoken words. Instruct students to listen carefully as you say two words and find the word that they hear /i/ in. Give them an example and talk through it as you do it. Explain that by stretching the word out slowly you are able to hear the different sounds. Do you hear /i/ in: pig or cat? walk or hit? lift or drop? swap or swim? small or big? nose or lip?
6. Begin the letterbox lesson. Hand out Elkonin boxes and letterbox letter sets to each child. Model how to make a word with a letterbox for them. “I am going to spell the first word for you and then you will do it. I am going to figure out how to spell the words in the same way that I listened for the sounds in the words, by stretching it out in my mouth.” Example word big. bbbbb-iiiiii-ggggg. “There are three sounds in the word big. I put the letter b in the first box because I heard /b/ first. I put the letter i in the second box because the second sound is /i/ and I put the letter g in the third box because /g/ is the last sound in the word big. " I will then demonstrate for the class how to do a harder word such as strike. I will demonstrate it in the same way; stretching it out in my mouth slowly. Place each letter in a letter box because it makes its own individual sound. All except the silent e at the end of the word, which will be placed outside of the boxes because it is silent but still important.
7. Give students a word to spell one at a time while walking around the room to check their progress. If a student has a word spelled incorrectly, read the word to them in the way they have it spelt and they will try again. Move on once everyone has the word spelled correctly. LBL word list: 2 phonemes—[it, at, in], 3 phonemes—[him, wash, rip, hen, win, kiss], 4 phonemes—[trip, fast, chip], 5 phonemes—[print]
Once all the words are spelled take up all the
materials. Then hold up word poster. Demonstrate to students how to decode the words
on poster if it is unfamiliar. First cover everything up except
the body, then add coda. Have students read the
words from the word
poster as you point to each word. Cover
up the other words if it causes a distraction. Also help
them with coverups if they need assistance with a word.
9. Place students in pairs and pass out a book to each student, Liz is Six. Give a booktalk to introduce the book to students. “This book is about a little girl named Liz. It is Liz’s birthday. She gets a baseball mitt for her birthday. She then plays baseball with a pig!! Can you imagine playing baseball with a pig? Well, you will have to read the book to find out about her baseball game with the pig.”
10. Have students read to each other, alternating a page at a time. Then reread it to one another reading the pages they didn’t read the first time while still alternating. Monitor their reading by walking around the room. Talk about book as a class and then take up the books and have students return to seat.
For assessment, distribute the picture page
worksheet. The worksheet has a picture with a list of
words. Students must read each word and then circle the word that
matches the picture, which will also have a i=/i/ correspondence.
Short Vowels: Liz is Six. (1990). Carson, CA (USA), St. Albans, Herts. (UK):
(Icky Sticky Hands - Caitlin Clabby)
(Iiiicky, Iiiicky, Stiiicky! - Valerie Loveless)
http://www.auburn.edu/academic/education/reading_genie/invent/moncriefbr.html (Iiiit’s Iiiicky Stiiicky! - Jane