Ms. Armstrong

 

 

 

 

 

 

Rationale:

In order for children to become fluent readers they must learn to break down alphabetic code. They need to be able to recognize phonemes before they can match them to the spellings. The more challenging correspondence for children to recognize and be able to use effectively are short-vowel sounds, such as i=/i/ (short i). In this lesson, students will learn to recognize /i/ in both by spoken word by learning a meaningful representation and then by practicing finding /i/ in words.

 

 

Materials:

1. Chart with “King Bill sits in the pit”

2. Letterboxes for each student (3-4 boxes)

3. Lowercase letter (for each student): f, i, n, b, t, r, p, k, s, m, h

4. Ziploc bags to put letters in

5. Tin Man Fix-It by Shelia Cushman

6. White board

7. Exbo markers

8. Primary paper

9. Pencil

 

 

Procedure:

   1. Start the lesson by explaining that we use letters to write down words, and these letters have different sounds.  Explain to the students that we must be able to recognize these sounds to read and write. 

 

   2. Ask students: "Have you ever seen a pig rolling around in the mud? Now together, lets say the word pig, “pi-i -i -i-ig.”  In the middle of the word pig you heard the /i/ sound right?  Good! Now say “the stinky pink pig.” “Sti-i-i-inky Pi-i-ink Pi-i-ig.”

 

   3. Next we are going to look at the tongue twister on the chart. First, create interest by telling a story about the tongue twister. “There was a king named bill and when he was out for a walk one day he fell down into a pit! So until he is rescued in must stay and sit down in the pit.” Then go to the chart “King Bill sits in the pit.”  Now everybody say it together.  Now let’s say it again, and this time we are going to stretch out the /i/ mouth move in the words it is in. “Ki-i-ing Bi-i-ill si-i-ts i-i-in the pi-i-it.”

 

   4. Ask the students to raise their hand when they hear the /i/. “Do you hear /i/ in fish or crab?  Your right, we hear the /i/ in the word fish.  Do you hear /i/ in zip or zap?  Good, we hear /i/ in the word zip."

 

   5. Hand out the letters (already put into bags) the students will need to spell the words in the letterbox lesson.  Use three letterboxes so the child can spell the three phoneme words you give them and when you finish the three
phoneme words, use the same steps to complete the four phoneme words.  "Students, I am going to say some words and I want you to use the letters and letterboxes I have given you to spell them for me. We will start with words that have three mouth moves (phonemes) then move on to words with four.  For each mouth move you hear, put the spelling for it in
one box.  First, I will do one, I am going to spell the word pig.  Pig has three mouth moves.  The first mouth move that I hear is /p/, so Ill put it in the first box, next, I hear /i/, so Ill put it in the second box.  The last mouth move that I hear is /g/, so it goes in the last box. /p/ /i/ /g/.  Now, lets get started. (words used will be fin, bit, rip, ink, skin, mist, shift)

 

   6. Once the students are finished, I will ask them to put away the letterboxes. I will then write the words from the letterbox lesson on the whiteboard and have them read them to me.

 

   7. We will then popcorn read the book.

 

 

Assessment:

The students will go through the book and write down the words with /i/. I will then have students come up to the white board and write down one word till all of them are up there. I will call on students to read the words from the board.

 

 

References:

 

• Choron, Anna, Siiiiily Sid

http://www.auburn.edu/academic/education/reading_genie/begin/choronbr.html

 

• Cushman, S. (1990). Tin man fix-it. Dominguez Hills, CA: Educational Insights.

 

• Sims, Autumn, Little Pig

http://www.auburn.edu/academic/education/reading_genie/chall/simsbr.html

 

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