Beginning
Reading Lesson Plan
"Sticky Fish... Icky! "
By: Katie Olk
Rationale:
In order
to read and spell words, children must have the knowledge of the
alphabetic
principle, the idea that letters represent phonemes and spellings map
out
phonemes in spoken words. Knowledge of
letter-sound correspondences must be present in order for children to
successfully decode words and have future reading success.
Many times the most difficult phonemes for
children to recognize are short vowels.
The purpose of this lesson is to help children identify the
correspondence i = /i/. In addition,
they will learn to spell
and read words with the /i/ sound through a direct instruction lesson
and
reading a new decodable book with /i/ words.
Materials:
Rhyme
Chart with "It's A Fish!" (Sung
to the tune of "The Farmer in the Dell)
Elkonin
boxes for each student (up to 5 boxes)
White plastic
letters for each student
Oversized
letterboxes and letters
Dry erase
board and markers
Phonics Reader:
"Will Rick Get His Wish?"
Letters:
(b,i,g,p,t,s,n,m,l,c)
It's A Fish!
I
think I see a fin
I
see it swish and spin
I
see six pink dots on the fin
I
don't think I'll jump in!
This
fish is big and thin
It
winks and waves its fin
I
wink at it and then I grin
I
do think I'll jump in!
Procedures:
1..Begin
the lesson by explaining to
the students that they are going to learn about the letter I and the
sound it
makes. "We hear the /i/ sound in
many spoken words and we see the vowel i in many spoken words. It's a very important letter to recognize and
sound to remember! Today we are going to
learn how to spell and read words with the letter i and /i/."
2. Ask the students, "Have you
ever been trying to glue something and the glue got stuck to your hands
and
made your hands all sticky? What did you
say when this happened to you?"
Listen for responses and if no one responds with a word with
/i/, prompt
them to the response "icky".
Then say, "Icky! The first
sound that you hear in that word is the sound that short i makes.
When you make that sound your mouth is open and your tongue
is near the bottom of your mouth. Let's all pretend that we have sticky
glue
all over our hands. Hold up your hands
and make the /i/ sound while looking at your hands.
Good job!
3. Direct the students' attention to
the chart paper with the rhyme "It's a Fish" printed on it. Tell the students that this is a rhyme that
can be sung to the tune of "The Farmer in the Dell". Sing the song
for the students, pointing to the words on the chart as you sing. Have students identify any words that have
the /i/ sound.
4. Say to the students, "Now we
are going to practice finding the /i/ sound in some spoken words. When I say a word I want you to pretend to
swim if you hear the /i/ sound in that word. Say the words; big, six,
dots,
pin, fix, jump, win, thin.
5.The next activity will be a group
letterbox lesson with i = /i/ words.
Say to the students, "Boys and girls,
you will need to make sure you spread out your letters so that you can
see all
of them." Make sure that each student can see the big teacher
letterboxes
and letters. "We are going to spell words that have the /i/ sound in
them.
Remember that each box can only have one sound.
Watch me as I spell our first word together.
Let's spell the word sit. The first sound that
I hear in sit is the /s/ sound. We know
that the letter s makes the /s/ sound.
So I am going to put the letter s in the first letterbox. Now, let me say the word again, sit. The next
sound I hear is /i/, that is the sound that we have been talking about
and it
is made by the letter i., so I will put the letter i in the second
letterbox. Now, I will say the word
again, sit. The last sound I hear is /t/
and I know it is made by the letter t, so I will put the letter t in
the third
letterbox. I have just spelled sit in
our box. Let's do the next one together."
Repeat the process using the word it. "Now
it is your turn to see if you can spell words that have /i/ in them." Have the students use their letters and
letterboxes to spell the following words: is, big, pit, ship, him,
list, clip,
spit. Tell the students how many boxes are needed for each word they
try. Tell
the students to raise their hand when they are finished and you will
come
check. This will serve as a means of
individual
learning. For additional assessment
spell the words on a dry erase board and have the students take turns
reading
the word.
6.Pass
out copies of "Will
Rick Get His Wish?" to each student.
Say to the students "Today we are going to read a story called
"Will
Rick Get His Wish?". How many of
you have ever been to a pet store? When
you went to the pet store did you wish that you could get a pet? This
is a book
about a boy named Rick who goes to the pet store with his mother. Rick has a wish, what do you think his wish
is? Do you think Rick will get his
wish? To find out we will have to read
the book. Have each student read the story aloud to a partner using
their quiet
voices. Have one partner read and then
have them switch. Walk around and observe students as they are reading,
assessing the application of the /i/ skill to the new words. For further assessment, have each student
read individually to the teacher for assessment of acquisition of
skill.
Reference:
Kohtala,
Mareena. "Icky, Sticky"
Murray,
B.A. & Lesniak, T (1999) The Letterbox Lesson: A hands-on approach
for
teaching decoding. The Reading
Teacher, 52, 644-650
Phonics
Take-Home Readers, Will Rick Get His
Wish?" 2002 Pearson Education,
Return
to the Voyages Index.