Silly Billy
Beginning to Read
Rationale:
Beginning to read is an important part in a child's life. In order for
children
to become readers, beginner readers must understand that phonemes are
in words
and they must be able to verify the phonemes within words. During this
lesson,
our focus is going to be on the correspondence of i=/i/. Children will
be
participating in practices of saying the sound that I makes, which is
/i/,
focusing on what moves their mouth makes when stating the sound,
practicing
writing the letter to get the visual view of the letter, and lastly
practicing
pointing the sound out in words to make sure they are able to identify
that
sound within words. By participating in all of those practices children
will be
able to recognize, identify, read, and spell out words with the
correspondence.
Materials:
Tin Man
Fix-It by:
Sheila Cushman, Carson, Ca(USA, 1990)
Primary Paper
Letterboxes for
each student
Board with word
pairs: trip
or car, ball or sit, stick or rock
Paper with tongue
twister:
Silly Billy wiggles, and giggles when he is tickled.
Letterbox words for
the
students to practice(enough copies for each student):2:it, is 3-sit,
fit, bed,
bib 4- trip, bridge, belt. Letters: i, t, s, f, b, e, d, r, p, g, l
Worksheet for the
assessment
which includes:
Worksheet will
include
sentences where there is a fill in the blank. The student will need to
read the
sentence then look at the picture as well as the 2 choices within the
parenthesis to see which word in the parenthesis goes with the sentence.
Ex. 1.
The baby needs his ______ .(bib, or hat) picture
of bib
Procedure:
1.
I
will begin the
lesson by introducing the correspondence i=/i/, by first writing the
letter on
the board for the whole class to see. I will then discuss with the
children the
sound that the letter makes. Today class
we are going to go over the letter “i.” Does anyone know what sound
this letter
makes? That is correct, “i” makes the sound /i/. Now, I want everyone
to say
/i/ with me. When saying /i/, what does your mouth do? That's right,
when you
say /i/, your mouth is opened just a little and your tongue is lowered
behind
your bottom teeth. I want everyone to say /i/ one more time with me.
Great job!
2.
We
will now
discuss how to write the letter “i”, and then later will have time for
the
students to practice. The teacher will model how to write the letter,
while the
students are watching her. Now remember
class, when you are writing the letter “i”, start at the fence and go
down,
then dot it at the top.
3.
Teacher
will now
allow the students to practice writing the letter “I” on their primary
paper.
This will last just a few minutes. It is
now time for you all to practice writing the letter “I”, so I need
everyone to
get out some primary paper and fill 2 rows with the letter. We know now
that
the letter that you are all writing makes what sound? That's right, /i/!
4.
Now that we understand that i=/i/, I am going
to read
some words out to you and I want you to tell me which word you hear /i/
sound
in. You think you all can do that for me? I know you can! Ok, here we
go, do
you hear /i/ in nap, or dip? That's right in dip. Ok, do you hear /i/
in fish,
or top? Very good! What about bib, or bed? Bib, that's right, very
good, that
one was a little tricky because the /e/ sound can sometimes sound
similar to
/i/. Alright now I want you all to look up at the board at some of
these words
I have written. Teacher will
have
pairs of words on the board to see if the students would be able to
point out
the words that have the letter “i”, to test their recognition. Alright class, I have 3 other pairs of
words on t he board, which word has the /i/ sound, trip, or car? OK,
next set,
ball or sit? Nice job! Ok, last set, stick or rock? Great job! We know
this
because we know that i=/i/ don't.
5.
Teacher
will now
introduce the tongue twister. Alright
class, I am now going to introduce a tongue twister that will help you
to
remember the sound that the letter “I” makes. Here is how it goes,
Silly Billy
wiggles and giggles when he is tickled. Now I wand all of you to try
saying it
with me. Good! This time when
you say it, I want you to really drag out
the /i/ sound that you hear in the words. Siiiiiily Biiiiily Wiiiiigles
and
giiiiiiigles when he iiiisss tiiiiiickled. Thank you for dragging the
sound
out, and doing it with expression!
6.
The
students will
now work with the Elkonin letterboxes, which will give them great
practice with
identifying the phonemes in the words. Teacher will pass out the
letterboxes to
the students and will provide them with all lower case tile letters.
Once
everyone has the materials, the teacher will then explain the
letterboxes to
the class. She will have a model of the letterboxes drawn on the board. Alright I need everyone's attention up
here on the board. What I have drawn for you is the letterboxes which
looks
exactly like what all of you have on your desks. Each box represents
the
different mouth moves that you hear in a word. For example, my box
drawn on the
board has 5 boxes, which represents 5 different mouth moves that a word
has.
Let's do a word together. Split, how many sounds do you hear in this
word? Let's
all say it together slowly dragging out each sound, /s//p//l//i/ /t/.
Good, so
the first sound you hear /s/ goes in the first box, the next sound you
hear the
/p/ goes in the middle box, and /l/ sound you hear goes in the 3rd
box, the /i/ goes in the 4th box, and the /t/ that you hear
goes in
the last box. Everyone think they
understand? Good! I'm now going to have all of you try some words on
your own.
Teacher will then come around and pass out 3 or 4 words for each
student to
try, all with different phoneme counts. Teacher will explain that there
may be
words that will have 2 boxes, 3 boxes, or even 4 boxes. The words that
the
students possible would have include:2- it, is,3- sit, fit, bed, bib,4-
trip,
bridge, belt. The letters that they will need in order to be able to
work these
out include: i,t,s,f,b,e,d,r,p,g,l. The students will then be able to
one by
one demonstrate one of the words that they worked on to allow the
teacher to correct
any errors as well as to see if they all understand it.
7.
Once
the
letterbox activity is complete the teacher will present the book Tin Man Fix-It, for the students to
read. Alright class, I have a book that
I want each of you to read and it is called Tin Man Fix-It. In this
story there
is a character named Tim who is a tin man, a boy named Jim who is the
fix-it
man, and another little boy named Sid who is a kid that enjoys riding
on his
skateboard. One day Sid decides to go riding on his skate board where
he is
riding all over the place having fun when all of a sudden he runs into
the Tin
man and hits him! This worries them! Luckily their friend Jim is there
with his
Kit, but do you think he can fix the tin man? I sure hope so, but
you'll have
to read to find out! I want to hear all about it when you finish!
8.
Once
the students
have completed their reading, they will be given time to get with a
partner to
discuss what happened in the story. The students then will need to
write at
least 2 sentences about the story.
9.
Assessment: Teacher
will provide a worksheet where the students will have to read the
sentence and
fill in the blank with the correct word. Beside each sentence will be a
picture
that will relate to the correct word for the blank.
References
Elizabeth Bell
“Lizzy the
Icky Sticky Lizzard.”
www.auburn.edu/academic/education/reading_genie/persp/bellbr.html
Cushman, Sheila. Tin Man Fix-It. Educational
Insights.Carson,CA 1990.