In order for
children to be successful in phonics, reading
and spelling, they need to be able to understand
phonemes in spoken context. By matching letters to vocal gestures, the
are able to recognize the different phonemes in words. Because short
among the hardest phonemes to identify, this lesson will focus on being
identify /i/ (short i). They will practice a tongue twister which will
/i/ and help them draw out the sound short i makes. I will also provide
helpful hand gesture that will used when we emphasize the /i/ sound.
distinguish which spoken words have this phoneme in it and which do
not. At the
end of this lesson I hope that the students have a better understanding
/i/ sound, and become more confident in their reading and decoding when
approaching words with this phoneme in it.
Primary Paper and
Pencil, construction paper
and crayons, chart with the rhyme: Indiana
is itchy in his itty bitty Igloo. Liz is Six (Educational
of picture pages with pictures of: lips, fish, bug, mint, hat, bear,
- We will begin the
lesson by stating that our language is like a secret code, and the
hardest part in learning this secret code is understanding what these
letters represent and knowing the mouth movements used for the
particular sounds. Lets pretend that we are investigators, and our case
to crack today is finding out what our mouth does when we pronounce
/i/, and discovering /i/ sounds in all types of words.
- Have yall ever
looked at something and said, that is really small, its itty-bitty. Can
you hear the /i/ sound in itty-bitty? When you describe a small object
to someone, you usually put your index finer and your thumb close
together and squint your eyes saying, “It was itty-bitty”. Now lets use
this gesture while saying the sound /i/ in itty-bitty.
- Now lets say a
tongue twister to help us with this sound. “Indiana is itchy in his itty-bitty
igloo.” Now lets say it three times all together. Lets say it
again, only this time stretch out the /i/ sounds in the beginning of
the words, Iiiiiiiindiana iiiiiiiis iiiiiiiitchy iiiiiiiin his
iiiiiiiiity –bitty iiiiiiiigloo. Now for the last time, lets use
our finger/thumb measuring whenever we say our /i/.
- “ Now that we can
say /i/, lets practice writing the letter /i/.” (Students take out
primary paper and pencil) “We use the letter i to spell /i/.
Let me show you how to write it: Start at the fence and draw a straight
line to the sidewalk, then pick up your pencil and put a dot right
above the line you just drew between the fence and the roof. [Model
this] Now I want you to practice writing i. While I am
walking around checking your work I want you to make a whole row of i’s.
Now when you see the letter i by itself in a word you will know
to say /i/.
- Let me show you how
to find the sound /i/ in the word “thimble”. We are going to stretch
out thimble in slow motion, and I want you to listen for the /i/ that
we found earlier in itty-bitty. Th-th-th-i-m-m-b-l , th-i-i-i …There it
is! There is the /i/ sound in thimble.
- Now we will see how
well you listened! Do you hear /i/ in pig or dog? Walk or swim? Pink or
Purple? Summer or Spring? Cliff or mound? Now hold up your hand gesture
if you hear /i/ in these words: Itchy, Iggy, goes, into, old, igloos,
to, improve, the, ice.
- “It’s Liz’s birthday
pary and everyone is invited, even her animals and friends! For her
birthday present she gets a baseball mitt, so they all play baseball.
When Liz hits the ball, can the pig catch it? To find out we need to
read on! Now students, we are going to
read Liz is Six, so pull out your books and lets see how many
words we can find that have the /i/ sound in them. When we find one I
want ya’ll to do your hang gesture and ill put those words on the board
so we can see them. Now I want you to write me a silly story using as
many /i/ sounding words as you can. (hint: you can use the words we put
up on the board). Then I want you to draw a picture of your story.”
- For the assessment,
I will give each student a picture page of different types of objects
(lips, fish, bug, mint, hat, bear, witch, stick, bed) and ask them to
circle the pictures that you hear the /i/ sound in.
Murray, Bruce. Reading
Genie Website. “Developing Reading
“Itchy Iggy” by Jenna Ward http://www.auburn.edu/academic/education/reading_genie/constr/wardel.html
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