Rationale: It is necessary
for beginning readers to be able to recognize that letters map out
spoken words. In this lesson, the
children will learn to recognize, spell, and read words that contain
i = /i/. This correspondence will be learned by giving the
meaningful representation and by giving them practice with both written
spoken words that contain i =
of an ice cream cone dripping, tongue twister poster with: “Izzy the
ill with injuries inside the igloo,” primary pencils and paper for each
student, Elkonin boxes (letterboxes): one set for each student and one
set for the teacher, plastic letters for each student and oversized
the teacher: i, t, s, p, k, d, g, h, m, f, l, c, k, n, a;
pseudowords: fim, tib, frip, lin, bik, jit, mip, and the book, Liz
is Six, for each student.
- Introduce the lesson by explaining
that in reading it is important to understand that different letters
make different sounds. “Today we are going to learn a fun way to
remember that the letter i
says /i/ in words. Has anyone had ice cream drip down their hands
when they were eating an ice cream cone on a hot day? What
did you say when that happened? That’s right, you said
‘Icky!’ This is the sound that the short i makes. Let’s all pretend
that we have sticky ice cream dripping down our hands and say together
‘Iiiicky Stiiicky’ while we shake our hands. Good job! So
remember this is the sound the short i
makes, and each time we see an i
like this, remember our icky sticky ice cream fingers.”
- “Now we are going to look at this fun
tongue twister. Let’s all read the tongue
twister together: ‘Izzy the Iguana was ill with injuries inside the
igloo.’ Good, now we are going to say the tongue twister again
but this time when you hear the short I sound, I want you to shake your
hands and stretch out the /i/ sound like we just practiced.
I-i-i-zzy the i-i-i-guana was i-i-ill with i-i-i-nguries i-i-i-nside
- In order to model how to spell words
with the i =/i/ correspondence, we’re going to use our
letterboxes and letters. Make sure that
all of the students have their letterboxes and all of their letters out
(and that they can see them all). “I’m
going to spell the first word to show you how we use our letterboxes,
and remember that each box holds just one sound. The
first word is fix. I’m going to stretch the word out in my
mouth so I can hear all the different sounds, /ffff//iiii//xxxx/. The first sound I hear is the /f/ sound, so I
will put the letter f here in the first box.
/ffff//iiii//xxxx/, I think I hear our icky, sticky, /i/ sound next, so
I will put the letter i in our second box.
/ffff//iiii//xxxx/, I hear the /x/ sound at the end of the word, so I
will put the letter x in the last box. There,
now I think I have all the sounds represented, but let’s make sure,
/ffff//iiii//xxxx/. Yes, that’s how you
spell fix! Let’s see if you can do some on your own now.”
- Begin the letterbox lesson. Give students one word to spell at a time
while you walk around the room, checking students’ progress. If a student spells a word incorrectly, read
the word the way the student spelled it and ask them to try again. Move on the next word when all students have
the correct spelling. Make sure to tell
the students how many boxes they need for each word in the lesson. 2 phonemes- [it], 3 phonemes- [sip, has, kid,
pig, him], 4 phonemes- [flick, spin, list, pink], 5 phonemes- [swift]. After all of the words have been spelled, write
them on the board, one at a time, and ask the students to read them
aloud. After letterbox lesson is completed, take up the materials.
- We are now ready to practice reading
with the /i/ sound, and I am going to give a book talk to introduce the
book. “Today we are going to read the book
Liz is Six. This book is about a little girl named
Liz who is turning six and gets a baseball glove for her birthday! She is able to catch the little pig’s hit, but
will the little pig be able to catch her big hit? You’ll
have to read the story to find out what happens to the pig and Liz.
- Let the students read
their copy of the Liz is Six book silently while
walking around to monitor their progress. If
the students come across any problems they may raise their hand for
help. Then, when all of the students have finished reading, have them
raise their hands and tell what words they found that contained /i/. We
will make a list of all the words they found on the board and then read
them as a class while doing the iicky stiicky hand gestures.
- For assessment, I will ask students to
write a message about what they want to be when they grow up or their
favorite after school activity. While
students are busy writing, I will have the students come up one at a
time and decode a list of pseudowords. I
will assess their understanding of the i= /i/ correspondence
by counting the number of pseudowords they read correctly.
Loveless, Valerie. “Iiiicky, Iiiicky,
Stiiicky!” Beginning Reading
Murray, B.A. &
Lesniak, T (1999).
The Letterbox Lesson: A hands-on approach for teaching decoding.
Reader Short Vowel, Liz
Is Six. Carson, CA
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