Studies show that explicit phonics—in which teachers pronounce phonemes in isolation to model how to sound out and blend—is more effective than analytic phonic in leading children to early reading practice. Research has also shown that the use of decodable texts promotes a decoding strategy in beginning readers despite being somewhat restricted in their literature value. Learning vowel correspondences is particularly helpful for beginning readers.
During this lesson,
learn how to spell, blend, and decode the new vowel correspondence,
participating in a letterbox lesson and reading a decodable book. Children can learn sight words after a few
quality encounters of decoding a word, so students will go back and
sentences where they have miscued on a word during this lesson.
students, "Let me show you how to spell the word brick
using my letters and letterbox. I need four boxes for this
word. Hmm, let me stretch it out and see if I hear any letter sounds in
word.... brick. Brrriiickkk. Briiiiiickk. I'm
going to try to stretch out each sound I
/iiii/, /k/. Ah! /b/.
I'll put that in my first letterbox. Brrriiiiickkk.
Hmm, I hear that growling dog, /r/ in brick. That means I need an r. (Teacher
puts r in second box). I also heard that icky sticky
sound in brick. Let
me try it again just to be sure. /b/ /rrr/
/iiiiiiiiii/ /k/. Yep, there's
that /i/ sound! That means I is all
by himself. (Places I in third
letterbox). I also heard /k/ at the end of brick.
Hmm… /k/ could be k, but I remember
that c and k can work together when
they're right beside each other to make
the /k/ sound, too. I think I'll put ck down for /k/. (Places the diagraph ck
down in the forth box).
the materials for the letterbox lesson to each child. Tell children how
boxes to use, then call out one word at a time. The teacher will walk
the room, monitoring student progress and providing guided assistance
student who needs help. If a child misspells a word, the teacher will
word as it is spelled. (Example, "That says, scan;
we're spelling skin."
Once every student has had time to spell the word, the teacher will
move on the
next word on the list. List of letterbox words: 3--[sit,
wag, bill], 4— [skin,
glass, spell, gift], 5— [twist,
the word list is read, show students Liz
is Six and say: "Liz is a little girl who is having a birthday
Someone gave her a baseball mitt for a present, so he decided to play a
ball with a friend. But her friend is a pig! How in the world will her
friend ever catch the ball? Who is going to win the game? You'll have
to find out!" Pass out Liz is Six books
to pairs of reading students. Tell students that they are reading
buddy will read the first page, the next will read the second, the
read the third, so on and so forth. They are to take turns reading the
each other. If they aren't reading, then they should be good listeners
about the story after their partner is finished. After the book is read
once, students will reread it, this time switching out turns—the
read the first page will now go second. Students will be asked to
went to the party as they are rereading the book and talking before
will be free to choose a decodable book (with short a,
e, or I correspondences) out of the class library. (Books
will be sorted into bins, and children will know which bins they may
from.) Students will whisper-read this familiar book individually.
students are reading their self-selected decodable books, the teacher
and assess individual students on their ability to decode the i =/i/ pseudowords. (dit, mip, sig, zick,
Angela Simpson. Yuck, It's Icky Sticky. http://www.auburn.edu/academic/education/reading_genie/encounters/simpsonbr.html
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