A Beginning Reading Design
By: Laney Leavins
Rationale: This beginning reading lesson teaches children about the short vowel correspondence i=/i/. To be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will work on being able to recognize, spell, and read words containing the spelling i. They will learn a meaningful representation of the spelling, and they will spell and read words containing this spelling in a Letterbox lesson. They will also read a decodable book that focuses on the correspondence i=/i/.
Materials: Lollipop cutouts, cover-up critter, whiteboard Elkonin boxes for teacher to model, individual Elkonin boxes and manipulative letters for each student, magnetic whiteboard manipulative letters for teacher to model, list of spelling words on a poster, decodable text: The King Can Sing By: B. Marker (readingelephant.com), assessment worksheet. *(Letters needed: a, b, c, h, i, k, r, s, t, w)
Procedures:
- Say- In order to become an expert reader, we must learn the code that allows us to pronounce words. We have already learned to read words with short a and short e, like hat, mat, set, let, and so on. Today, we are going to learn about and read words with icky sticky short i. When I say i=/i/, I think about something sticky like a lollipop! (Show lollipop cutouts) I don’t know about you, but when I have something sticky on me, the first thing I say is “ick!!!!!!”.
- Say- Before we start reading words, we have to do something else first. We have to be able to recognize what the letters sound like. Let’s try a tongue tickler and see if you can pick out the icky i . “Rick made a big gingerbread house with sticky icing.”. Next, let’s slow it down a little bit and when you hear the icky sound, I want you to wipe your hands like you are trying to wipe the sticky off (demonstrate as you are saying this.). R-i-i-i-ck made a b-i-i-i-g g-i-i-i-ngerbread house w-i-i-i-th st-i-i-i-cky icing. Can you hear yourself making the icky i sound by slightly opening your mouth? Let’s try it one more time together. (Say i=/i/ a few more times together.).
- Next, I am going to read you some words, and I want you to tell me which word that you hear the icky i in. rip or rat?, switch or match?, mix or mate?
- Now that we know what sound to listen for, we can begin spelling! Let’s practice. Our first word is sick. S-i-ck (make sure to sound out the letters slowly). How many sounds did you hear when I said the word sick? (wait for response, doesn’t have to be correct. This is just for student feedback.). I heard 3! Since we have 3 sounds we will need 3 letterboxes. S-i-ck (sound these letters out slowly.). I hear icky i right in the middle of that word (this is where you place the i in the middle letterbox.). Now let's finish the rest of the word. In the beginning of the word I heard a s-s-s sound (now the s is placed in the first letterbox.). We only have one letterbox left, let’s figure out what goes there. At the end of the word sick, I hear a ck-ck-ck sound. Sometimes, we have two letters that are stuck together behind that icky sticky i, and they make one sound at the end of the word (Place the c & k together in the last letterbox.). Let’s read it all together, S-i-ck, sick! Now, you are going to practice with more icky i words (bit, stick, tack, tick, wig, itch, rat, witch). *Scaffold as needed*
- Say- You're doing awesome! Now that we’ve spelled some words, let's practice reading (This is where you get out the poster with i words.)! We’re going to start with the word rip. First, we need to find that sticky i, and then look at the beginning letters of the word. When we look at the beginning of the word rip, we see an “r” right before the icky i, and it says r-r-r. When we put it together it says r-r-i-i., but there's still something missing! Do you know what it is? We are missing our end letter which is p-p-p. Now that we have all the letters we can put it together, r-r-i-i-p-p, rip! Now, let’s see if you can read some words (same words used for LBL, just on the poster board).
- Say- You are doing amazing! You can recognize icky i. Now that we’ve spelled, and read some words, you’re going to get your listening ears on and listen for icky i words in a story. We’re going to read a book called The King Can Sing. The King is singing a song, and when he did the rat went and hid, the cat ran to the den, and the frog hopped to the pod. They said “The king cannot sing!”. Miss Jan told the king not to sing with his chin up! Can you guess why? What do you think will happen next? Let’s keep reading to find out! (Have the student read, and scaffold when/if needed).
- Say- We have one more activity to do! I have a fun worksheet for you to complete to practice what you have learned. For this worksheet, you are going to color the pictures, and cut out the words with the icky i that match them. Then, you will glue them under the correct pictures.
Resources:
-Assessment Worksheet: https://www.superteacherworksheets.com/phonics-long-short-i/short-i-words-cutglue.pdf
-Book: Marker, B. (2017) The King Can Sing.
https://readingelephant.com/wp-content/uploads/2017/11/the-king-can-sing.pdf
https://wp.auburn.edu/rdggenie/home/classroom/awakenings/