Keri Sweatt
Beginning Reading
Rationale:
This lesson will help beginning readers to learn to spell and read
words. They will learn to recognize i=/i/ in written and spoken words.
They will learn a meaningful representation and practice spelling and
reading words with i=/i/ using a letterbox lesson. Also, they will read
a new book.
Materials:
Letterboxes, set of 3, 4, and 5 for each student and teacher
Letterbox letters for each student and teacher: (b.s.i.t.n.f.x.l.p.b.k.r.c.l.m.w.)
Overhead projector
Picture of "icky sticky glue"
Poster with tongue twister: "Izzy the icky piggy was digging in the mud"
Primary Paper
Pencils
Book Liz Is Six for each student
Worksheet with pictures for assessment (pictures of two choices, which picture do you hear i=/i/? (pig or horse? Bib or bottle? Spill or juice? Swim or run?)
Procedure:
1. First, I will show the students the letter I on the overhead projector. I will use the upper and lower case I from my set of letterbox tiles. "Can anyone tell me what letter this is?" "That's correct, it is the letter I." "Who can tell me what sound it makes?" "Wow, you guys are so smart!" Now I will place the picture of the icky sticky glue on the overhead. "The i=/i/ makes the sound /i/ like you have icky sticky glue all over your hands." I will then stretch out the I sound to sound like I have a mess of glue on my hands. "Now I want everyone to try and get the icky sticky glue off their hands!"
2. Next, I will show the tongue twister on the overhead projector. "I am going to read this silly sentence to you and then I want you to read it after me." I will read the sentence stretching out the /i/ to sound like icky sticky glue . "Now it's your turn to repeat after me: "Izzy the icky piggy was digging in the mud"
3. Now, I want you to pay really close attention because I am going to ask you some questions. "I am going to read two words to you and I want you to be listening for the icky sticky /i/. After I read the words, I want you to raise your hand and tell me what word you heard icky sticky in."
Word list:
Bed or sit
Fix or kite
Lip or nose
Trick or Treat
4. Hand out letterbox tiles and have students turn them over to the lowercase side. Now I want everyone watch me as I model how to use our letterboxes. For this word, I am going to need three letterboxes. That means there are three sounds in my word. This also means that our mouths are only going to move three times when we say this word. The word is…mix. The m says /m/ so we need to put the letter m in our first letterbox. The second sound is /i/ so we need to put the letter i in the second letterbox. The last sound is /x/ so we need to put the letter x in the last letterbox.
Now it is your turn. The students will begin by reading each word and then spelling it.
Words: (3) cat, bed, sit, tin, fix, bib, lip, kit (4), task, trick, spill, mint, crib, swim. The students will use their letterboxes and letter tiles to spell the words. I will walk around the room and monitor the students and help them if needed.
5. I will now have students read words off the overhead projector. I will show a list of words that they spelled in step 3. If a child cannot read a word, I will use body-coda blending to facilitate reading. I will start with the vowel /i/ and then add the letters that correspond with the phoneme from left to right.
6. Next, I will introduce the decodable book: Liz Is Six. We are going to read Liz Is Six. This story is about a girl who is your age and gets a brand new mitt for her birthday. They decide to play a baseball game and pig gets a great big hit! Let's read to see what happens in the rest of the game with the pig and Liz. The students will break up into groups and read the book. They will take turns reading to each other as I walk around the room and listen.
7. Finally, we are going to write a message about a favorite birthday party you have had. Remember, this is how we write our /i/. Students may use invented spelling when writing.
Assessment:
As I go around hearing and noting miscues of each student reading, I will be able to check each child's phonemic awareness by anecdotal notes that will collaborate throughout the semester to check reading progress. Each student will be given a worksheet with pictures on it, some containing the /i/ sound in them. The goal will be to circle the picture that contains the /i/ sound. Under the picture, they will write the word of the picture.
References:
Shumock, Emily. "Icky Piggy."
http://www.auburn.edu/academic/education/reading_genie/encounters/shumockbr.html
Battles, Ellen. "The Old Creaky Door."
http://www.auburn.edu/academic/education/reading_genie/encounters/battlesbr.html
Murray, B.A. & Lesniak, T (1999). The Letterbox Lesson: A hands-on approach for teaching decoding. The Reading Teacher, 52, 644-650.
Cushman, S (1990). Liz Is Six. Carson, CA: Educational Insights.
Picture of Icky Sticky /i/.
http://www.auburn.edu/academic/education/reading_genie/phonpics.html
Return to the Voyages index.
Materials:
Letterboxes, set of 3, 4, and 5 for each student and teacher
Letterbox letters for each student and teacher: (b.s.i.t.n.f.x.l.p.b.k.r.c.l.m.w.)
Overhead projector
Picture of "icky sticky glue"
Poster with tongue twister: "Izzy the icky piggy was digging in the mud"
Primary Paper
Pencils
Book Liz Is Six for each student
Worksheet with pictures for assessment (pictures of two choices, which picture do you hear i=/i/? (pig or horse? Bib or bottle? Spill or juice? Swim or run?)
Procedure:
1. First, I will show the students the letter I on the overhead projector. I will use the upper and lower case I from my set of letterbox tiles. "Can anyone tell me what letter this is?" "That's correct, it is the letter I." "Who can tell me what sound it makes?" "Wow, you guys are so smart!" Now I will place the picture of the icky sticky glue on the overhead. "The i=/i/ makes the sound /i/ like you have icky sticky glue all over your hands." I will then stretch out the I sound to sound like I have a mess of glue on my hands. "Now I want everyone to try and get the icky sticky glue off their hands!"
2. Next, I will show the tongue twister on the overhead projector. "I am going to read this silly sentence to you and then I want you to read it after me." I will read the sentence stretching out the /i/ to sound like icky sticky glue . "Now it's your turn to repeat after me: "Izzy the icky piggy was digging in the mud"
3. Now, I want you to pay really close attention because I am going to ask you some questions. "I am going to read two words to you and I want you to be listening for the icky sticky /i/. After I read the words, I want you to raise your hand and tell me what word you heard icky sticky in."
Word list:
Bed or sit
Fix or kite
Lip or nose
Trick or Treat
4. Hand out letterbox tiles and have students turn them over to the lowercase side. Now I want everyone watch me as I model how to use our letterboxes. For this word, I am going to need three letterboxes. That means there are three sounds in my word. This also means that our mouths are only going to move three times when we say this word. The word is…mix. The m says /m/ so we need to put the letter m in our first letterbox. The second sound is /i/ so we need to put the letter i in the second letterbox. The last sound is /x/ so we need to put the letter x in the last letterbox.
Now it is your turn. The students will begin by reading each word and then spelling it.
Words: (3) cat, bed, sit, tin, fix, bib, lip, kit (4), task, trick, spill, mint, crib, swim. The students will use their letterboxes and letter tiles to spell the words. I will walk around the room and monitor the students and help them if needed.
5. I will now have students read words off the overhead projector. I will show a list of words that they spelled in step 3. If a child cannot read a word, I will use body-coda blending to facilitate reading. I will start with the vowel /i/ and then add the letters that correspond with the phoneme from left to right.
6. Next, I will introduce the decodable book: Liz Is Six. We are going to read Liz Is Six. This story is about a girl who is your age and gets a brand new mitt for her birthday. They decide to play a baseball game and pig gets a great big hit! Let's read to see what happens in the rest of the game with the pig and Liz. The students will break up into groups and read the book. They will take turns reading to each other as I walk around the room and listen.
7. Finally, we are going to write a message about a favorite birthday party you have had. Remember, this is how we write our /i/. Students may use invented spelling when writing.
Assessment:
As I go around hearing and noting miscues of each student reading, I will be able to check each child's phonemic awareness by anecdotal notes that will collaborate throughout the semester to check reading progress. Each student will be given a worksheet with pictures on it, some containing the /i/ sound in them. The goal will be to circle the picture that contains the /i/ sound. Under the picture, they will write the word of the picture.
References:
Shumock, Emily. "Icky Piggy."
http://www.auburn.edu/academic/education/reading_genie/encounters/shumockbr.html
Battles, Ellen. "The Old Creaky Door."
http://www.auburn.edu/academic/education/reading_genie/encounters/battlesbr.html
Murray, B.A. & Lesniak, T (1999). The Letterbox Lesson: A hands-on approach for teaching decoding. The Reading Teacher, 52, 644-650.
Cushman, S (1990). Liz Is Six. Carson, CA: Educational Insights.
Picture of Icky Sticky /i/.
http://www.auburn.edu/academic/education/reading_genie/phonpics.html
Return to the Voyages index.