Jessica Brown, Beginning to Read
Sticky
Icky Fishy
Jessica Brown, Beginning
to Read
Rational:
As children become beginning readers, it is imperative that they
learn
explicit, systematic instruction so they become successful
decoders.
Beginning readers need to understand the correspondences between
letters and
sounds, which is the foundation for reading words. This lesson
will focus
on the i = /i/ letter-sound correspondence. Children will learn
this
correspondence through a letter box lesson, a memorable hand gestures,
tongue
twister, and several other print and spoken language activities
Materials:
Elkonin Boxes
(enough for each child and
one for teacher);
laminated
lowercase letters for each
child and one set for teacher: t, i, n, h, p, s, g, r, d, w, l, m, k,
t, b;
chart with
tongue twister:
The sticky kid
had icky sticky hands;
paper
with i written on it;
pencil;
book
Liz is Six(one per child).
Procedure:
1. Introduce
the lesson by explaining to students that each letter makes different
sounds
and that to become good readers, we need to be able to match letters to
their
sounds. Today, we are going to learn that the letter i can make the /i/
(such
as in piiiiig and twiiiig) sound. As you become more familiar with the
sound
that short i makes, you will be able to better recognize this sound in
both
spoken and written words.
2. Show the
class the letter i. The little i can make the /i/ sound when it is by
itself in
a word. Let's all practice together and see if we can make the /i/
sound. Very
good. We sometimes say the /i/ sound when we feel something icky. Now
say that
feels iiiicky!
3. Ask
students the following questions and call on them to answer: Do you
hear /i/ in
pig or dog? Swim or pool? Frog or fig?
4. Demonstrate
with letterboxes how to spell words. Now, we are going to practice
spelling
words with the /i/ sound. Each letterbox will have one sound in each
box. I am
going to spell the word 'is'. [Pronounce it very slowly to class] It
helps to
say the word to yourself a few times. Iiisss. iiisss. I hear the /i/
sound, so
I will put i in the first box. Now that we have the first sound in the
first
box, the next sound in 'is' is /sssss/. So I will put the s in the 2nd
box.
Iiisss. Is. I heard all the sounds in is. Now let's see if you can
spell some
words with the /i/ sound.
5. Pass out
the Elkonin letterboxes to every student. Then pass out the letters
each child
will need for the letterbox lesson. Now we are going to practice
spelling some
words with the /i/ sound. See if you can spell it. When you are
finished, raise
your hand and I will come around to see your answers. Once all the
students
have finished, pick a student to model the spelling using the
letterboxes for
the entire class. Continue with the letterbox lesson using the
following words:
3-(tin, hip, sit, sip, pin), 4-(grid, swig, drill, swim, sink, crab),
and
5-(blink, print). As students are conducting the letterbox lesson, walk
around
and observe them.
6. Now that we
have spelled some words with /i/ lets see if we can say a tongue
twister. Put
the tongue twister chart in the front of the class. "The sticky kid had
icky sticky hands." Let's all say this together. Good. Now I want us to
say it again, but this time lets stretch out the /i/ sound. The
stiiiiiiiicky
kiiiiid had iiiiicky stiiiicky hands. Great job everyone.
7. Pass out a
copy of the book Tin Man Fix-it. Today class, we are going to read the
book Tin
Man Fix-it. This book is about a tin man named Tim and his friend Jim,
who is
the fix-it man. There is a big kid named Sid who rides skateboards.
Before he
realizes it he has knocked Tim the tin man over. You will have to read
this
book to find out what happens to the tin man. Each student will read
the book
by themselves. After all students have finished reading, have them tell
you the
/i/ words they remember from the book and write them on the board.
After all
the words are written on the board, have students say each word aloud.
8. For
assessment, give each student a picture page with words that have /i/
in them.
Read the words out loud once to the class making sure they have heard
the word.
Then have students circle each picture (and word on picture) that has
the /i/
sound. Take up each student's paper.
References:
Gullion, Mark. "Icky Pig." Beginning Reading.
http://www.auburn.edu/academic/education/reading_genie/chall/gullionbr.html
Murray, B. A.,
& Lesniak, T. (1999).
The letterbox lesson: A hands-on approach for teaching decoding.
The
Reading Teacher, 52, 644- 650.
Phonics Reader
Short Vowel Tin Man Fix-It.
(1990) Carson, CA (USA), St Albans, Herts. (UK): Educational
Insights.