Trick or Treat Trickery
Rationale: In order for beginning readers to become
reading and writing, they must first understand and recognize that each
in the alphabet represents a different sound. By learning about
letter correspondences, beginning readers can become fluent readers.
vowels are often difficult for students to identify and therefore, this
will focus on the vowel correspondences i = /i/. The students will
/i/ correspondence through a meaningful representation. In addition,
learn to spell and read words with the /i/ sound through a letterbox
through a decodable book.
Pictures of Trick or
Treaters, sentence strip with tongue
twister, copy of Tin Man Fix for each student, list of words (fix, lax, sit sat, pick, luck, rib, bat, little,
- Begin by explaining to
students that they are going to learn the letter i and the
sound that it makes. Today we are going to
learn about the letter i. It makes the /i/
sound. We here the /i/ sound in a lot of words, like
- How many of you like
Halloween? Have you ever gotten candy at
Halloween? What do you say when you go to
the door and ask for candy on Halloween? (Trick or Treat).
The word ‘trick’ makes the /i/ sound. Can
you here the /i/ sound when I say triiick?
Good, now everyone say trick.
Notice how your mouth moves when you say /i/.
- Now I am going to read
you a tongue twister. After I read it,
let’s read it together and listen for the /i/ sound.
Whenever we read a word with the /i/ sound I want you to
hold out your hand like a trick-or-treater.
4. Now I am going to
read you some words, and I want you to tell me which word you hear the
sound in. I want you to raise your hand
after I read each pair of words and I will call on you to tell me which
had the /i/ sound. (words: fix - lax;
sit- sat; pick- luck; rib-bat; little-
- “Now we are going to take
out our letter boxes and spell some short i words.
The LB words are hip, pig, lick, and twitch.
Class, we are going to do a letterbox lesson with i = /i/. Raise your hand if
you can rmember how we use letter box lessons? Good job.
Remember that each box represents a sound (phoneme). I will
show you an example of how to spell a word. Let’s
use the word did. This word
has 3 sounds (phonemes) so I will use 3 boxes. The first sound we hear
is /d/ so I will put a d
in the first letter box. Then we hear /i/ which is represented by the
letter i so an i will go in the second letter box. The third
sound we hear is /d/ which is
represented by d so that goes in the last letter box. Now lets read the word. D says /d/,
and then we ad /i/, and /d/ at the end, so all together we
have d-I-d, did.
Good Job! Now lets begin to use the words on the board (hip,
pig, lick, and twitch) to spell in out letter boxes.
Lets begin with a word with the lowest number of phonemes,
and work our way up. Who can tell me what
word that would be? (Go around as the students make their words to see
that they are dioing it properly, and help them when they need it). Remember to add box spaces to your letter
boxes when needed.
After the students have finished spelling the words, the teacher
spell them and have the students read the words to her as a class.
- After the LBL pass out Tin
Man Fix-It. Each student should have a copy. Today
we are going to be reading Tin Man Fix-It. This
book is about a man made of tin named Tim. Tim
is walking one day and gets into an accident. He
is hurt from the acciedent, will anybody be able to put Tim back
together? We will have to read to find out. Then have the students ‘mumble read’ (read the
book out loud, but in soft voices, at the same time).
- After reading pass out
primary paper to each of the students and have them write a message. The message will be about what the kids want
to be for Halloween.
- For assessment, have the
students come up individually as the class is working on the message
and read Tin Man Fix-It, and mark their miscues.
- Murray, B.A., &
Lesniak, T. (1999). The Letterbox Lessoon: A hands-on approach for
teaching decoding. The Reading
Teacher, 52, 644-650.
- Tin Man Fix-It