Inside the Igloo
Beginning Reading
Rationale: For children to have the knowledge and
understanding of phonemic awareness, they must first be able to
understand
short vowel sounds. This lesson will
help the children to recognize the correspondence i= /i/.
The goal of the lesson is for students to
learn to recognize /i/ in spoken words
by learning mouth moves and gestures such as having something icky on
your
fingers. They will also get exposure of the letter and sound being in
written
words as well.
Materials:
1.Liz is Six for each student
2.Primary
paper for each student
3.Pencil
for each student
4.Crayons
for each student
5.Chart
with tongue twister on it (The important Indian was ill with injuries
inside
the igloo).
6.Letterboxes
for each student
7.Set
of oversized letters and letterboxes (teacher copy for board
demonstration)
8.Plastic
letters for each student (f,i,g,t,s,h,p,m,d,b,r,c,k,l,f,n)
9.Picture
of
“icky sticky” (child with glue on hands)
10.White
paper for each student
11.Picture
page with illustrations (swing, watch, brick, cup, crib, grass, pig,
mask)
Procedures:
1."We
all need to know what different
letter sounds make when we are reading. We are going to learn a fun way
to
remember when i says /i/ in a word
today so get ready. Have you ever had
glue stuck on your fingers? What sound did you make when you had glue
stuck on
you? Way to go! You said /i/ck! That is the sound that the short I
makes.
Let’s all pretend that we have glue on our fingers. When you try
to get
the glue off of your fingers you say /i/!! Let’s all try!
Way to go! One other way to remember the
sound is to say the words "icky sticky" (Show picture as you are doing
it).
Let’s all say it and do it together. "Icky Sticky!!" Awesome job
everyone!"
2."Let’s all look at a tongue twister and read it together. (The important Indian was ill with injuries inside the igloo). Good! This time when we say it, let’s stretch out the /i/ sound, and make the 'icky sticky' hand motion. (The i-i-i-mportant i-i-i-ndian was i-i-i-ll w i-i-i-th i-i-i-njuries i-i-i-nside the i-i-i-gloo). Good job!"
3.Have
the students tell if they hear
the /i/ sound in different words. "Do you hear /i/ in Strip or
stay?
Wrong or sit? Little or good?"
4.Since
we all did a great job at making
the /i/ sound (do "icky sticky" with fingers), we are going to practice
writing
the letter i. Everyone needs to
take out a piece of primary paper and a pencil. Watch and model
what I am
doing (model on the board with lines that match their paper). We
start at
the fence and go down to the sidewalk. Then, pick up your pencil
and give
him a dot just about the fence. All of us need to do that five
more times
on your paper while I walk around the room and check your paper.
5.Everyone
needs to take out their
letters and letterboxes. Spread the letters out on your desk so
that you
can see each letter clearly. (Use the model on the board so that
everyone
can see the boxes and the letters.) Now, we are going to spell words
that have
the /i/ sound in them. Remember to put only one sound in each
box.
Watch me as I spell the word fig. F-f-f-i-i-i-g-g-g. I like
to say
all of my words out loud so I can hear all of the sounds and you should
do the
same. The first sound I hear in fig is /f/. So,
I am
going to put the f in the first
box. What is the second sound I hear? (Do the "icky stick")
Correct! I
hear the /i/ sound. So, I’ll put the
i in the next box. The last sound I hear is /g/, and so I put
the g
in the last box. Let’s read our word. F-i-g. Way to go
class! We
have just spelled the word fig! I am going to let you try now and see
if you
can spell these words that have /i/ in them. Use your letters and
letterboxes to spell these words: 2 phonemes: it. 3: ship, fit, him, dig.
4: brick, sink, cliff. 5: spring, print,
crisp. (Tell the
students how many boxes they will need to use for each set of words.) Now we are ready to practice reading and
spelling our words with the /i/ sound. Everyone needs to try
their best
to spell them just the way I showed you. When you are finished,
raise
your hand and I will come check how well you did.
6.I
will now pass out the story Liz Is Six to each
student. "We
are going to read a story called Liz Is Six. This book is
about
Liz, a little girl, who is having a birthday party. One of the
presents
she gets is a mitt. She and her friend, a pig, play a game of
softball
with her new mitt. It is a very close game and we will have to
read the
book to find out who wins!" Have the students read by themselves.
If a student
has a problem reading the story, tell them to raise their hand for some
guidance. When they are finished reading, ask the students what
words
they read that had the /i/ sound in them. Write the words on the
board.
Assessment: Pass out a picture page to name the pictures
together.
Read the names of the pictures on the page with the class. Tell
the students
to circle the pictures that have the /i/ sound.
You could keep up with their grades in the grade book.
References:
Betbeze,
Meg. Icky Sticky Fingers!.
(Beginning Reading). http://www.auburn.edu/academic/education/reading_genie/innov/betbezebr.html
Murray,
Bruce. Wallach and Wallach's Tongue
Twisters. http://www.auburn.edu/academic/education/reading_genie/twisters.html
Murray,
B.A. & Lesniak, T
(1999). The Letterbox Lesson: A hands-on approach for teaching
decoding. The Reading Teacher, 52, 644-650.
(1990). Phonics Reader Short Vowel, Liz Is Six.
Carson, CA
(USA): Educational Insights.