Tiiicklish Tiiimmy

              

 

 

 Beginning Reading

Ansley Salter

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.

Pseudo Word Test

sim bip

frit lir

min chig

nist sich

krint prib

Tickling Timmy Picture

        I=/i/

Tongue Tickler:

Timmy Tripped when tickling thin Bill.


Resources:

Pig in a Bag , Geri Murray http://www.auburn.edu/~murraba/pig/pigcover.html

Anna Choron, Siiiiiily Sid http://www.auburn.edu/academic/education/reading_genie/begin/choronbr.html

 

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