Beginning Reading Lesson Design
Rationale: To learn to read and spell words children need the alphabetic insight that letters stand for phonemes and spellings map out the phonemes in spoken words. Of all the phonemes, short vowels are probably the toughest to identify and read. This lesson will help children identify /i/ in written words by learning a meaningful representation and a letter symbol, and then practice reading /i/ in words.
Materials: Primary paper and pencils for each child; letterboxes and letterbox letters (i, t, l, p, d, d, h, m, f, x, r,) for each child, chalkboard, chalk, Tin Man Fix-It books for each child, flannel board, flannel slime cutouts
lesson by explaining that our written language is a secret code.
part is learning what letters stand for - the mouth moves we make as we
words. Words are made up of sounds that are represented by
letters. Today we are going to work on the short i as we read it
(2) Ask students: Have you ever touched slime before? Have you ever gotten it on your hands? Your fingers get all sticky don’t they? An easy way to remember what the short i sounds like is to say “icky sticky”. Icky sticky begins with an /i/ sound. Let’s all say icky sticky two times (motioning with hand movements).
(3) Let’s see if we all remember how to write a capital I. As I hand out pieces of primary paper everybody put on their thinking cap of what a capital I looks like and what a little i looks like. O.K. raise your hand if you can tell me how to start a capital
(4) I am going to show you how to spell words using letterboxes. There is going to be a box for each different phoneme in a word. If I want to spell "mit" I am going to need three letter boxes because there are three phonemes in the work “mit”. (Say "mit" emphasizing each phoneme). Draw on the chalk board three boxes and write "m" in the first one, "i" in the second one, and "t" in the last one. If I was going to spell out "sick" I would still only need three phoneme boxes because there are still only three phonemes. Say "sick" emphasizing each phoneme. Draw on the board three more boxes. The first box would have "s", the second one would have "i" and the third one would have "ck". Although "ck" has two letters it only makes one sound.
(5) Everybody pull out their letterboxes as I pass out your letters. We are going to spell some words with /i/ in it. The first word has 2 phonemes in it so we need to have two boxes out. Everybody spell “it”. Can someone come and draw on the board what they have put in their letterboxes for “it”. (Have 2 boxes already drawn on the board for the child to fill in the letters). After writing the letters explain to the class why you put those letters. Continue the process with the words lip, did, him, fix, rip·.
(6) I am going to write some words on the board and I would like for the class to repeat what it says after I finish writing it. Write: it, lip, did.
(7) In a little while we are going to read a story about a robot that fixes things. If you could have your own personal robot to help you do something then what would it do? Everybody write on their primary paper about what their robot would do. I would like for your sentences to include at least one word with /i/ in it. (Allow children time to write). Give children time to share what they wrote with the class.
(8) Now we are going to read Tin Man Fix-It. I would like for everyone to look for words with /i/ in it. As I call your name, I would like for you to read to the class the next sentence.
(9) For assessment play slime concentration. Have felt slime cut out with different /i/ words on the back. Place the slime on a flannel board. Divide the class into two teams. Students must pronounce each /i/ word that they turn over correctly.
Mary Rouse. Icky Sticky. http://www.auburn.edu/academic/education/reading_genie/insights/rousebr.html
Reader Short Vowel Tin Man Fix-It.
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