Beginning Reader Literacy
Rationale: In order for students to read fluently and write words, they must have an understanding that letters represent phonemes. In this lesson, the correspondence i=/i/ is taught. The students should understand that the letter i represents the vocal gesture of /i/ in many commonly used words. The students will be able to recognize i by finding /i/ in certain words they hear and see. The student’s will make /i/ memorable by using hand gestures while participating in a tongue twister. The students will also spell words containing /i/ using Letterboxes, and will later read these words. The students will then read a decodable book filled with words containing /i/.
Phoneme Graphic of a pig
Large Elkonin boxes (5 spaces)
Large Letters (i, f, a, t, p, e, s, x, c, k, l, b, g, w, n, d)
Individual Elkonin boxes for the class and letter
List of words for the students to spell (2 - if, at 3 -six, pet, lid, big 4 – twig, trick, slit, wind 5 – split) and pseudowords (bim, tem, min, daf, zik)
List of words for students to compare and identify (hill or pocket, six or ten, kitty or dog)
Large Marker Board
Dry Erase Markers
Liz is Six for each child, as well as a copy for the teacher
Large copy of the tongue twister ("The icky piggy hits it.")
Assesment sheet pictures with /i/ in the word (kitty, pig, hill, twig, lid)
1. "Today we are going to learn about the sound that the letter "i" makes. , Lots of words that we read have the letter "i" in them. Can anyone think of any sight words we have used? See it is very important that we learn the sound this letter makes so we can read and write these words. The letter "i" says "/i/". Everyone say /i/ with me. All together now, “iiiii” Now can everyone say icky piggy. Say it with me... "icky piggy". Can we stretch out the /i/ sound whenever we hear it? Let's say it now. Iiiicky piiiggy. Awesome work!"
2. "Let's try a sentence and see where we hear /i/." Say, "The icky piggy hits it.". Your turn. Great! Now let's stretch it out where we hear that icky piggy sound. I will model it and then you will give it a try. The iiicky piiigy hiiits iiit. Your turn. Great job boys and girls!!"
3. " I want you to listen real closely and tell me which word you hear /i/ in. Do you hear /i/ in "hill or pocket". "six or ten", "kitty or dog". Great job! Ya'll were able to identify those /i/ words."
4. Next we will begin a enlarged letter box lesson with the entire class. I will incorporate a few words using other short vowels as a review. 2 - if, at 3 -six, pet, lid, big 4 – twig, trick, slit, wind 5 - split. As the students do this exercise I will walk around the classroom I will assess how the students are doing. I will encourage the students to decode the short vowel first and then brake up the words. If the students have trouble identifying the phonemes, I will remind them to use their cover-ups. If they are requiring more attention, I will slightly help them, so that they do not become extremely frustrated and give up. When they have completed the letter box words I will collect the letterboxes and the letters."
5. Next I will write the words up on the board one at a time and have the class read them back to me. I will call on individual students to try and sound out some of them. I will then tell the class, “I’m going to show you some made-up words. They aren’t really words but some people can read them anyway. I want everyone to give it a try." The words we will use are bim, lem, min, daf, zik)
6. I will then give a quick book talk. "Liz is going to have her sixth birthday. One of her presents that she gets is a baseball mitt. Pig and the kids decide to play a game of baseball. Liz hits the ball very far and Pig tries to go and catch it. To find out you if pig catches the ball you will have to read the story!" The children then will be advised to break into small groups based on their reading level. They will take turns reading the book Liz is Six to each other. As the students read in their groups I will walk around and see how they are doing. If the groups are having trouble I will tell them to take their time and use their cover-ups.
7. After finishing up reading, I will then instruct the students to take out their primary paper and pose the question, “What makes pigs get sticky and icky?"
8. To assess the students work they will use a picture sheet with the words from the lesson on it. They will be instructed to circle and color the words that have the sounds /i/ in them. While the students do that I will assess each student, at my desk, on their ability to read the following pseudo words: bim, lem, min, daf, zik.
Cushman, Shelia. Liz is Six. (1990) Educational Insights . Carson, California.
Murray, Bruce. How to
Teach Letterbox Lessons (reading genie website)
Return to the Voyages Index