The Big Pig
The Big Pig
By: Lindsey Waits
e-mail: waitslj@auburn.edu
Beginning Reading Lesson
Rationale: In order to learn to read and spell words, children need to understand digraphs so they can match letters to their pho0nemes. In this lesson, children will recognize the short vowel i = /i/ in both spoken and written words by practicing reading and spelling words containing i = /i/. The children will all participate individually in a letter box lesson and practice with recognizing words that have the /i/ sound in them.
Materials: Elkonin Letter Boxes; letters: b, I, g, p, t, r, c, k, j, l, l, s, n, h, w, m, w; flashcards of the letterbox words on them (one set of cards for every two students); primary paper and pencils; Silly Sally by Audrey Wood
Procedures:
1) Introduce the lesson by writing the letter i on the board.
Say: Often times, when you see this letter it makes the /i/ sound in many
of the words you will come across. Today we are going to work on
reading and spelling words with the i = /i/ in them.
2) A good way to remember this is to think of the sound you would make
if you saw a very big dirty pig and screamed iieek!
3) Write: The big pig tricked Jill so she would sing up the hill.
Let's say this tongue twister together. Read it twice.
How many words did you hear the /i/ sound in? 6 Good Job! What were some
of those words? I will then write them on the board. Let's repeat
this one more time and really emphasize the i = /i/. Erase the words
and sentence when finished.
4) Students will take out the letterboxes and letters. Say: Now
we are going to work on spelling out some words with the /i/ sound in them.
We are going to spell only one sound in each of our boxes when we spell
words. J are there any questions? You guys are going to do a great
job I know but first I am going to show you an example on the board.
Ok, now let's spell some words.
2 letter boxes in, it
3 letter boxes big, bill, pig, Jill, sing, hill
4 letter boxes twig, swim
5 letter boxes spring
5) In pairs the students will use flashcards to practice reading aloud
the words from the letterbox lesson.
6) Now I am going to work with the children hearing sounds in different
words and being able to pick out the /i/. I am going to ask them:
Do you hear the /i/ in ________ or _________? The word choices will
be: pin or crayon; sink or watch; bid or brush; thin or can; ship
or hair.
7) Now students are going to practice reading with the i = /i/ by reading
the book Silly Sally. I am going to have the students pay attention
to other concepts that they have learned about reading and writing earlier.
Reference:
Eldredge, J. Lloyd. (1995) Teaching Decoding in Holistic Classrooms.
New Jersey: Prentice Hall, 54-57.
Murray, Bruce and Lesniak T. (1999). The Letterbox Lesson:
A hands-on Approach to teaching decoding. The reading Teacher, 52.
644-650.
Wood, Audrey. Silly Sally. (1992).