Icky I

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Emergent Literacy Lesson Design

Frazier Montiel

 

Rationale: For students to understand and learn how to read and write, they must gain phonemic awareness. To gain phonemic awareness, students must understand the relationship between sounds and the letter that makes that sound. Vowels are especially hard for students to learn. Therefore, for my lesson, I am going to teach an extensive lesson on a single vowel. I have chosen the vowel /i/ because I think it is especially hard for students to learn in that they often confused the /e/ sound with the /i/ sound. Students will learn to recognize the letter /i/ in print and by the letter’s sound through learning a memorable representation for the phoneme /i/. The students will learn to recognize /i/ in different words. The students will also learn to recognize /i/ in their own work by looking at different pictures and circling the picture with the /i/ in the word. This will help the students be able to determine and recognize the /i/ from other sounds in different words.

 

Materials: Primary paper and pencil; chart with “The inch worm is in the igloo if the inside is cold” ; drawing paper and crayons; The Big Hit (Starfall); picture page with

pig, pin, ring, fish, king, chin, lips, sit, lizard/iguana, mitten, spider, bug, ice cream, stump, fire, dice, magnet, tiger, ice, and statue (Enchanted Learning).

 

Procedures:

1. Give an introduction of the lesson. Tell the students that all words are made up of different sounds. Today, we are going to focus on the sound /i/. You are going to learn to spot the /i/ sound in words you hear. You will also learn to read words that have the /i/ sound in them.

 

2.  Ask the students: Have you ever had something gross or sticky on your hands? Did you try to shake it off? (Shake hands and make the /i/ sound.) Shake your hands to get the icky sticky off your hands.

 

3. Now, let’s try a tongue twister. “The inch worm is in the igloo if the inside is cold.” Let’s say the tongue twister three times. Now, say it again and let’s stretch the /i/ sounds at the beginning of the words. “The iiinch worm iiis iiin the iiigloo iiif the iiinside iiis cold.” Try it again, and this time we are going to break off the words. “The /i/ nch work

/i/ s  /i/ n the /i/ gloo /i/ f the /i/ nside /i/ s cold”.

 

4. Get out your paper and pencils. Let’s practice writing the letter that makes the icky sticky sound. This is an easy letter, you’ll be able to write the icky sticky /i/ in no time. First, start at the fence and draw a straight line down to the sidewalk without lifting your pencil. Next, draw a dot between the fence and the attack. I am going to come around and look at everybody’s /i/. After I put a sticker on your work, you can write your /i/ seven more times. Now that you know how to write the icky sticky /i/, you know that every time you see the /i/ you make the icky sticky sound.

 

5.  I  am going to show you how to find the /i/ sound in quick.  I am going to stretch out quick very slowly and carefully. Listen for the icky sticky /i/ sound. Quuiiiccckk. Quiiiiick. There is the icky sticky /i/! I hear the /i/ in quick!

 

6.  I will call on different students and ask: Do you hear the /i/ in pig or pal? Do you hear the /i/ in in or out? Do you hear the /i/ in top or tip? Do you hear the /i/ in lip or teeth? Do you hear the /i/ in will or would?

Now, let’s see if we can hear and spot the mouth move for the /i/ sound in the following words. Shake your hands to get the icky sticky off if you spot the /i/ sound. The,

Inch, worm, is, in, the, igloo, if, the, inside, is, cold

 

7.  Say: “The Tin Man is playing baseball. His friend Jill is catching, and Zac is pitching the ball. Will Tin Man get a hit?” Read The Big Hit and discuss the story. Then, read the story again. Get the students to raise their hands when they hear the icky sticky /i/ sound. The teacher will list the /i/ words on the board. Then, each student will write about the story using inventive spelling in a white circle (baseball).

 

8. As an assessment, I will give each student a worksheet with different pictures on it. I will tell them what each picture is, so they won’t be confused. Then, they will circle all of the pictures that have the /i/ sound in the word. There are many pictures on the sheet, but only ten pictures have the /i/ sound in the word. You could take away some pictures if the sheet is too difficult for some students.

 

 

References:

Col, Jeananda. "Circle 10 Short I words." Enchanted Learning. 2006. 2 Oct 2006 http://www.enchantedlearning.com/alphabet/circlethemewords/shorti/.

 

"The Big Hit." Starfall. 2005. 2 Oct 2006 http://www.starfall.com/ni/level-a/short-i/si-bw.pdf.

 

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