Silly Billy

                                                                    

Beginning to Read

Alisa Isom

 

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.

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