Gone Fishin'

Alicia Ellis

Beginning Reading



This lesson is aimed to review the basics of the correspondence "i=/i/" and to help children put their knowledge of this to use when reading words containing this correspondence. This particular lesson will also help them to distinguish the difference between words with i=/i/ in them, and words without this correspondence.



Decodable Book: Tin Man Fix-It

"Pond" - a kiddy pool or a blue table cloth

"Fishing Pole"- yard stick with about 2 1/2 feet of yarn taped to the end with a small magnet attached to the end of the yarn.

"Short /i/ sound fish" - construction paper cut outs of fish with short /i/ words written on one side and a paper clip on each fish (e.g. stick, sink, spit, pig, twig, etc.)

"Bad fish" - include some construction paper cut outs of fish with words that do not have the short /i/ sound (e.g. dog, cat, bed, red, snap, frog, dust, etc.)

2 brown paper bags - one for the good fish and one for the bad fish. You can label the bags with a happy face and a sad face, a check mark and an x, the words good and bad, or whatever way you think your students can differentiate the two bags.



Introduce the lesson by saying "Boys and girls, today we are going to work with the sound we make when we get something gross and sticky on our hands. What sound do you make when something sticky gets on your hands?" I will then model/demonstrate the sound /i/. "This is the sound that I make../i/i/i/..Listen as I make this sound, /i/i/i/. Does anyone know what letter makes the /i/ sound? Right! It is the letter i." I will then model an i on the board just to make sure everyone remembers. "Now lets all make this sound. Act like something sticky is on your hands as you make the sound. Do you feel the way your mouth is as you make this sound?

Then have the children repeat a tongue twister filled with i=/i/: The important inch worm is in the igloo. "I am going to write these words on the bard, let's try to read them as we say our silly sentence." Ask the children if they see and hear i=/i/ in this sentence.



Explain that today we are going to take an imaginary fishing trip. We will be fishing for a special kind of fish called "Short /i/ Fish" and I definitely think that everyone is going to catch a fish.

Spread out the large blue plastic table cloth and scatter some fish all over the cloth or place a kiddy pool in the center of the room and have fish already placed inside. Make sure the words are facing down so that students can't see them. Have students sit in a circle around the "pond".

Each student takes turns fishing in the pond. The student holds the fishing pole and catches a fish using the magnet on the end of the yarn and the paper clips on the fish.

When the student catches the fish, he/she looks at the word and reads it out loud to the class. Ask the class if they can hear the /i/ sound in the word. Then ask them if the fish is good or bad and let the student who caught the fish put it in the appropriate bag.

Repeat the process until everyone has had a turn to fish.



Assessment of this activity will primarily be the observation of student's responses when called upon.

Further assessment can be done by doing a running record of each student reading Tin Man Fix-It.

The lesson can be extended to include a different kind of assessment, such as completing a short vowel worksheet in which the student finds all the words that contain the short /i/ sound. When they find the words, they can highlight the word.



Eldredge, Lloyd J. Teaching Decoding in Holistic Classrooms. Prentice Hall, Inc. 1995. Pages 52-70. 

Fant, Shea. How 'Bout Them Apples?http://www.auburn.edu/academic/education/reading_genie/insights/fantbr.html

Fleming, Sandra. Free Short Vowel Worksheets. http://www.allinfoaboutreading.com/?p=85

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