Beginning Reading Design
This lesson will help children identify and understand the sound of the short vowel /i/. Students will recognize the vowel in spoken language by learning the meaningful representation of sticky icky hands. As students gain the understanding of corresponding graphemes and phonemes, students are well on their way to becoming more fluent readers. Students will be reciting a tongue twister using their correspondence; they will also have further practice with this correspondence as they complete a letterbox lesson as well as read a decodable book.
Primary paper and pencils for the student
The meaningful representation of the "sticky icky" fingers
Poster with the tongue twister written on it: "Mick slipped on the slick brick."
Decodable text: Liz is Six
List of letterbox words in Phoneme-Count order: (3) Pit, Fit, (4) Brick, Pink, Spit, Crib,(5) Drink, Twist, (6) Sprint.
Letter Tiles: p, I, t, b, r, c, k, n, s, d, t, w.
Ready words for the students to listen to and distinguish which ones contain the vowel sound: pit, pet, clink, clank, flip, flop, drink, and drank).
1. Our written language is a secret code. The tricky part is learning what letters stand for the mouth movements we make as we say words. Today we are going to work on spotting the mouth movement /i/. We spell /i/ with the letter i. When we make the sound /i/ we want to think of something being all over our hands and being very sticky.
2. Everyone put your hands out and act like you have something sticky on your hands that you just cannot get off. Every say together "We have sticky icky fingers". Notice how your mouth is almost trying to smile. Your voice box is on.
3. I want everyone to clear your desk off and I’m going to give you some sample words. I’m going to say two different words and I want you to make the sticky icky hand motion when you hear the word with the short vowel /i/ in it. (Pit, Pet, Clink, Clank, Flip, Flop, Drink, Drank)
4. Very good. Now together as a class we are going to practice a tricky tongue twister to practice our vowel some more. "Mick slipped on the slick brick." Everyone now turn to the person next to you and say our tricky tongue twister five times while doing your hand motion when you hear the short vowel.
5. Everyone now split into your reading groups. We’re going to go around the room and read Liz is Six together as a class.
6. After everyone finishes reading I am going to bring the class back together and going to have them illustrate their own memorable representation of how they are going to remember the /i/ sound.
7. For their assessment I am going to informally assess their reading by listening to their ability to correctly read and distinguish the short vowel /i/ sound. I will also be collecting their illustrations as a completion grade and assess their understanding once again of the correct understanding of the vowel sound.
Letterbox example words for the Reading Genie
Meaningful illustration for /i/