Getting
Icky Sticky with Short i
Beginning
Reading Design
Rationale:
Students have to
become familiar with the phoneme and shape of each letter to be able to
become a fluent reader. It is important to begin teaching short vowels
before teaching long vowels. During this lesson, I will teach the
i=/i/ correspondence. I will teach this lesson by using a
letterbox lesson. I will also use a tongue twister, letterboxes, and a
decodable book.
Materials:
Crayons
Pencils
Primary writing paper
Worksheet that has
word choices beside the picture and have i=/i/ in them
Letterboxes (one set
for each student)
Letter tiles
[b,c,d,f,g,h,I,k,l,m,n,p,r,s,t]
Words: [him, dip,
spit, list, trip, gift, slick, flip, mist, swim]
Liz is Six. Educational Insights, c
1990.
Picture of hand
gesture
Tongue Twister: The
injured iguana inched into the igloo.
Procedures:
1.
Today we are going to
learn about the sound the letter i sounds. It makes
the /i/ sound. Say it with me. Good job. Do you know a word that has
the /i/ sound in it? Big has the /i/ sound in it.
2.
Now we are going to
practice writing i. Everyone needs to get their
writing paper and a pencil out for this. Now to make the letter
i you need to start under the fence and make a
straight line down to the bottom of the sidewalk. You then place a dot
between the fence and the rooftop above your line.
3.
Now we are going to
work on recognizing i when we see it and know what
sound it makes. Have you ever spilt
something (like glue or juice) and it was sticky on your hands? Pretend
like you're shaking the sticky off of your hands. That is what we will
do now whenever we hear or see /i/. Can you do it with me?
4.
This time I am going
to say a sentence and when you hear /i/ I want you to shake your hands
like you have icky sticky stuff on them. "The injured iguana inched
into the igloo." Good job. Now I want you to stretch out the /i/ in the
words. "The iiiinjured iiiiguana iiiinched iiiinto the iiiigloo." That
was so good!
5.
Now I am going to say
some words and I want you to tell me which word you hear /i/ in.
Big or small? Bat or hit? Win or lose?
Great job! Now let's look at some words
and I want you to tell me if they have /i/ in them.
Sit or stand? Cow or pig? Six or three?
Thank you for working so hard. Everyone is doing great!
6.
Now everyone needs to
get their letterboxes and tiles out. Our first word is going to be
him.
It will need three boxes. I am going to show you how to do
this one. The first sound I hear is /h/ so I am going to put
h in the first box. Can everyone see that? (Walk
around and show the children your letterbox and check theirs). The
second sound I hear is /i/ so what letter do you think we should put
there? That's right! We put i in the second box.
Lastly, I hear the /m/ sound so I will put
m in the last box. Can everyone see that? Now I want
everyone to practice doing what I just did. I will tell you how many
letterboxes you will need for each word. I will walk around helping
you. (The students will spell: [3-dip, hit, pin] [4- spit, list, swim,
gift, trip, mist, flip, slick, swim]. I will model and help as needed.
After they have spelled the words I will give each student a list with
those same words on them. I will have them read these words as a group.
7.
Everyone did such a
great job on the letterboxes. Now I am going to give everyone a copy of
Liz is Six. You are going to get in partners and read
this book. Liz turns six years old. She gets a really cool gift. Read
and find out what gift Liz gets for her birthday.
Assessment:
I will
assess by giving the students picture cards. The card will have one
picture on it and four different words. One of the words will represent
the picture and will have the /i/ sound on it. The student will write
the correct word for the picture and then can color the picture. If
they get the word right, then I will know that they have mastered
i=/i/.
Reference:
Erin Carey, Nick's Sticky Icky Fingers.
www.auburn.edu/academic/education/reading_genie/guides/careybr.html