Icky Sticky Inchworm
Rationale: This
lesson
is designed to help children learn to read and spell words. They
will learn to recognize i=/i/ in written words. They will learn a
meaningful representation and then practice spelling and reading words
with i=/i/ using a letterbox lesson.
Materials: Chart
with ãIcky Sticky Inchwormä; Tin Man Fix It (Educational
Insights);
list of words to use in letterbox lesson (3-phoneme six, lip, him, pin;
4-phoneme fist, slim, grin, sing) list of words to use assessment
(3-phoneme
fin, rim, did, pin; 4-phoneme tips, twin, list, trim); Letterboxes,
letters
laminated and cut out to use in letterbox lesson.
Procedures:
1.
First,
introduce the correspondence i=/i/ by saying the meaningful
representation,
ãIcky Sticky Inchwormä. Show the student how to say
the
i in each word like I-I-I-cky-Sti-cky I-I-Ichwormä.
Have
the student repeat this with you. We are going to learn how to
spell
and read words with /i/ in them. Review with the child how to
spell
ãsixä, then help the child read the word.
2. Next,
the letters that you need to spell the words in the letterbox lesson
out
for the child to choose from. Lay 3 letterboxes attached together
down so the child can spell the three phoneme words you give
him/her.
After completing the three phoneme words use the same steps to do the
four
phoneme words.
3. Now,
put the letterboxes away and spell the words for the child asking
him/her
to read the words from the letterbox lesson to you.
4. Give
the child the book, Tin Man Fix-it and ask him/her to read it to
you. It is important that you allow the child to hold the book
while
they are reading. As they read, take a running record of the word
the child misses so that so that you will know which correspondences to
teach next time.
5. For assessment,
have the child spell different words from the letterbox lesson.
After
the child has completed both the three and four phoneme words spell the
words out on the table and ask the child to read them. It is
important
that you donât ask the child to read what he/she spells because
you
wouldâve just spoken the word so they know how to read it.
This assessment will allow you to see if the child has understood the
concept
of i=/i/.
Reference:
~Eldridge,
J. Lloyd, Teaching Decoding in Holistic Classrooms. Upper Saddle
River, New Jersey. 1995. pg. 53.
~Murray, B.A.,
& Lesniak, T (1999). The letterbox lesson: A hands-on
approach
for teaching decoding. The Reading Teacher, 52, 644-650.
www.auburn.edu/~murraba.insights.html