Icky
igloos say /i/
Beginning
Reading
Lesson
By Lindsey Wise
Rational:
This
lesson will teach children to identify /i/. They will learn to
recognize /i/ in
spoken words and will learn to spell words including the /i/ phoneme.
Students
will also be able to identify /i/ in written text.
Materials:
large
letter i card
poster
with tongue twister "It's icky in igloos"
letter i cards (one for each student)
letterbox
materials (at least 5 boxes, with letter titles b,i,d,k,t,t,r,c,k,s,w,g,m,c,p,n,w)
book Liz is Six for each student
assessment
sheets (1 per student) with list of assessment words listed in step 7
marker
pencil
list of
words in letterbox (one for students to read after lesson)
Procedure:
1.
Introduce
the /i/ phoneme to the students and show students a large letter i card. "Now we are going to learn
a new sound that says /i/. The letter i makes the /i/ sound. We hear /i/ in
words like igloo and kit. Let's say those words together: igloo,
kit. It's
important to learn this new sound because it will help us to read,
write, and
spell."
2.
Explain
how to say /i/. "When we say /i/ our mouths make small smiles, with our
mouth barely open. Notice how my mouth looks when I say /i/. Now you
try."
3.
Teach
tongue twister. Have students say the tongue twister together, locate
/i/ in the
words, and then cover up /i/ in each words. "We're going to say a fun
tongue twister using our new sound: It's icky in igloos. Let's say it
together.
Looking
at my poster with our tongue twister, let's underline the /i/ in each
word with
this marker. Let's say the tongue twister again, this time stretching
out the
/i/ in the words: IIIt's iiicky iiin iiiigloos. Now let's take out
the
/i/ in the words (cover up the i's as you
read the words): /i/t's /i/cky /i/n /i/gloos."
4.
Give
students their own /i/ cards. "I want you to hold up your i
card when you hear the sound /i/ in
the words I am about to read you. If you do not hear the /i/ sound, do
not hold
up your card.
bid,
drift, sprint,
apple, blink, dog, glass, did
5.
Set
up letterbox activity. "Now it's your turn to spell some words with our
new sound.
"Ok, now
we are going to spell those
words you just read in our letterboxes. When I say the word, you spell
the word
using the letter titles. Each title represents the sound you hear. Like
in sit. I'm going to say the word sit to
myself, ssssiiiiittttt, and place
the s in the first box, i in the
second box, and a t in the third box. Ok, it's your
turn."
3
boxes=bid, kit
4
boxes=brick, swig, grim, crib
5
boxes=print, twist, crisp
Only
provide the
number of boxes indicated for each group of words (ex: for bid,
only provide 3 boxes). After each word the student spells in
the letterboxes, read the word as spelled to the student. At the end of the lesson, have the student
respell the missed words and read the words on a list.
6.
Apply
the new concept to text. "Let's read a new book! It's called Liz is Six. Liz turns six years old and
gets a mitt for her birthday. At her birthday part, her and her animals
friends
decide to play a game of baseball. Liz goes up to bat and hits the ball
to her
friend, the pig. Will the pig be able to catch the ball? Will Liz score
her
team a point? Let's read it and find out!" Have students read
individually. When everyone is finished with their book, ask
comprehension
questions.
7.
Assessment:
Assess each individual student by using the following guidelines. Have
students
read the words below and the teacher the word that the students hears
/i/ in.
Do you
hear /i/ in:
DOG or
KIT?
BOOK or
BID?
STICK or
SEVEN?
TWIG or
PAGE?
Reference:
Isabel
L. Beck, Making Sense of Phonics: The
Hows and Whys, New York, The Guilford Press,
2006,
pp.34-35
Liz is Six. Phonics
Readers: Short Vowels.
Carson, CA. Educational Insights, 1990.
"Icky
Sticky" by Allison Sanders http://www.auburn.edu/academic/education/reading_genie/sightings/sandersbr.html
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