Tiiicklish Tiiimmy
Beginning Reading
Rationale:
In order to become better
readers and decoders, children need to understand that letters
represent vocal gestures or phonemes. In order to develop an
understanding of words and letters children need to learn
correspondences. This lesson will help students to identify the
correspondence: i=/i/ (short i). The lesson will develop
the student's awareness of i=/i/, by giving them instruction and
practice on how to form the short i sound, as well as, practice reading
decodable text containing the short i sound. The students will receive
instruction in the decoding of short o words, as well as, practice
spelling the words themselves.
Materials:
Tickling Timmy Picture
Index cards with words on
each one (rap, fit, rip, mat, top, pig, fill,
bull, leg, mint, long, wish)
Letterboxes with at least
five squares per student (words: bit, kid, mint, trip, flint)
Letters needed per student: a,
b, i, t, k, d, m, n, r, p, f, l
The book, Pig
in a Bag by Geri Murray
Pseudo Word Worksheet for
teacher (cig, rit, pim, bep, flid, sich, nist).
Primary Writing Paper and
Pencil per student
Procedure:
1. "Today we are going to
learn all about the "i" sound that is in the words Ticklish" and
"Timmy". It is important for us to know what sound is made by certain
letters so that we can read accurately when we come across it in other
words we may read. We will also be reviewing the "a" sound that is in
"Fat" and "Sad".
2. "Has anyone ever
tickled you? Timmy is getting tickled! Tickle time Timmy! Do
you hear the /i/ sound in the word tickle as I say it? Think
about my mouth movement when I say the /i/ sound. Can we do it
together? /iiiiiiii/. Now pretend like you are going to tickle
me, and make the "i-i-i" sound as you say "Tickle, tickle, tickle!"
3. "Let's say this
sentence together, Timmy tripped when tickling thin Bill. Let's say it
again and stretch out the /i/ sound whenever we hear it.
"Tiiiiimmy triiiiipped when tiiiiiickling thiiiiiin Biiiiiill."
4. "Now I am going to see
if you can remember the /i/ sound when you see it in written
words. I'm going to hold up two cards with a word on each of
them. I want you to tell me which one has the /i/ sound." Hold up
cards rap and fit. "Which one has the /i/
sound? Fit! Good!" Do this with the rest of the cards. (rip, mat, top, pig, fill, bull, leg, mint, long, wish)
5."Now we are going to use letterboxes to spell some words. Make sure and remember that only one mouth sound goes in each box." I will model how to do so by putting each letter sound in one box to spell out the word and then have the students do one on their own as I say each word. When I say "bit" each sound/letter goes in one letterbox like this: /b/ /i/ /t/ . (words: i=/i/ (3: bit, kid), (4: mint, trip, camp) a=/a/, (5: flint)). After completing all of the words in the letterboxes, be sure to go back and have the student read the words that they spelled from pre-made flash cards.
6. "Now we are
going to work on recognizing the /i/ sound when we read. We are
going to read the book, Pig in a Bag. Let me tell you a little about
this book!
Book Talk:
"You will meet Tim. He
gets a pig for his birthday. Pig gets to meet the pets. Pig may not be
such a good pet. Lets see when we read!"
I want you to read this book
on your own, and then we are going to buddy read it together.
Assessment: To see how my students have
learned, I will give them an individual pseudo words test at my desk
when they have finished buddy reading the book with their partner.
I=/i/
Tongue Tickler:
Resources:
Pig in a Bag ,
Geri Murray
Anna Choron,
Siiiiiily Sid