Beginning Reading Literacy Design by Chase Morrin

Rationale:

In this lesson students will learn about the short vowel correspondence i =/i/. Children must learn to recognize the spellings that map word pronunciations in order to read. Throughout this lesson children will learn to recognize, spell, and read words with the correspondence i = /i/. They will learn a meaningful representation (sticky hands from glue), they will model their understanding of the sound with a tongue tickler, they will spell and read words containing the i = /i/ correspondence in a letterbox lesson, and read a decodable book that focuses on the correspondence i = /i/

 

Materials:

• Graphic image of sticky hands

• Cover-up critter

• Digital letter boxes for modeling and individual letter boxes for each student

• Letter manipulative for each student and digital letters for teacher: i, r, p, s, t, c, k, g, w, e

• List of spelling words on poster or whiteboard to read: is, rip, get, pig, stick, pick, twist, spring, shrink, blink

• Decodable text: Lad and His Pals, Pig in a Bag

• Assessment worksheet

 

Procedures:

1. Say: We are going to learn about the letter i and what sound the short vowel i makes! Think of a time when your hands were really sticky and icky [make hand motion of having icky hands]. Maybe you were eating ice cream or got glue on your hands and they got sticky. When I say i=/i/ think of the sounds we make when we touch something sticky [show the graphic image and model the icky sound with the hand gesture]. Now let's all make the sound when you get sticky glue on your hands and show me your hand gestures.

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2. Say: Before we learn about the spelling of /i/, we need to listen for it in some words. When we say /i/ our mouth is open and our tongue is slightly lowered. Try it with me /i/, /i/, /i/ [make a vocal gesture of /i/]. Now let’s try our tongue tickler, “The important Indian was ill with injuries inside the igloo.” Say it slowly and stretch out the words so that we can listen for /i/ and do our hand gesture when we hear /i/. The iiiiiiimportant IIIIIIIndian was iiiiiiill with iiiiiiinjuries iiiiiiinside the iiiiigloo. Great job! Let’s practice listening for /i/ in the word pick. [Make hand gesture while saying word] piiick, yes I hear the short vowel i in the word pick. Why don’t we see if we hear /i/ in the word snack. Hmmm, I didn’t hear the short vowel /i/ sound in snack. Now you try. If you hear /i/ I want you to make our sticky hand motion and if you don't I want you to make a thumbs down. Is it in pig, cat, stick, drop, kid, plant? 

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3. Say: Now let’s look at the spelling of /i/ that we’ll learn today. We spell the sound /i/ with a lowercase i. Let’s try to spell the word sit. “I sit at my desk in class.” To spell sit with our letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /s/ /i/ /t/. I need three boxes. I heard the /i/ right before the /t/ so I am going to put it in the second letter box. The word starts with /s/ so I know that goes in the first letterbox to complete our spelling of the word sit.

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4. Say: Now I am going to have you spell some words in letterboxes. You'll start out easy with two boxes for the word is. “This class is fun.” What should go in the first box? [Respond to children's answers]. What goes in the second box? I’ll check your spelling while I walk around the room. [Observe the students’ progress.] You’ll need three letterboxes for the next word. Listen for the beginning sounds that goes in the first box. Then listen for /i/. Here’s the word: rip, “My paper had a rip in it; rip”. [Allow students to spell remaining words while giving them sentences for each of the words: 3 phonemes- rip, get, 4 phonemes- stick, dent, clip, 5 phonemes- blink.] Remind students to listen to each word to see if they hear the /i/ sound before spelling.

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5. Say: Great job class with the letterboxes! Now I am going to let you read the words you’ve spelled, but first I will show you how to read a tough word. [Display the word blink on board]. First I hear the icky, icky /i/ in the middle. I am going to use my cover up critter to get the first part. /b/ /l/ = /bl/. Now I am going to blend that with /i/ = /bli/. Now all I need is the last part, /n/ /k/ = /blink/. Blink; that’s it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.].

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6. Say: You've done a great job reading words with our new spellings for /i/, now it’s time to read a book called Pig in a Bag. In this story Tim is celebrating his tenth birthday and his friend Ben gets him a gift. Tim is in for a surprise because this is no ordinary gift. Let’s all find a partner and take turns reading Pig in a Bag to find out what happens in the story and what Tim’s present is! While you are reading, I want you to listen for the special words that have sticky /i/.  [Teacher walks around the room monitoring progress. After each group is finished reading, the class rereads Pig in a Bag together, and stops between page turns to discuss the story.]

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7. Say: That was a fun story! Have you ever gotten a present you were surprised about? [have short discussion with class.] Before we finish up our lesson, I want you all to complete this worksheet. In this worksheet I first want you to color the pictures that have the short vowel /i/ sound. For the second part, circle the words with short /i/ sound and lastly I want you to write three words with short /i/ sound. [Teacher will provide help to students who need it and collect each worksheet to score each student’s progress.]

 

Resources: 

Geri Murray, Oh I Didn’t Know: https://murraba.wixsite.com/readinglessons/beginning-reading

Nancy Kate Walker, Icky I: https://nkw0010.wixsite.com/my-site-1/icky-i

Jocelyn Cumbine, Icky Sticky Popsicles: https://jocelyncumbie.wixsite.com/my-site/beginning-reading

Graphic Image: Icky stick I  http://wp.auburn.edu/rdggenie/home/materials/phonpics/

Decodable Text: Murray, Geri and Bruce. (2019) Lad and His Pals; Pig in a Bag.

Assessment Worksheet: Short i: Kim is Sick

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