Rationale: This lesson teaches children the short vowel correspondence /i/=i. Children must learn to recognize words and their spelling maps to become good readers. Students will learn to recognize words as they read, recognize, and spell words that have /i/=i correspondence. Students will learn the meaningful representation that Fynn likes to fish, spell and read words that contain this lesson, complete a letterbox lesson, and read a decodable book that focuses on the correspondence /i/=i.
Materials:
Reading Genie Website: http://www.auburn.edu/academic/education/reading_genie/Entries.html
Canvas pages: Educational insight decodable books:
https://auburn.instructure.com/courses/1093231/pages/educational-insight-decodable-books
Assessment worksheet: https://www.education.com/worksheet/article/short-sounds-i/
Sara Kowal: “’Aaaaa Goes the Crying Baby” https://sak0032.wixsite.com/website-2/br-design
Click here to return to Applications Page:
http://wp.auburn.edu/rdggenie/home/classroom/applications/
Email: [email protected]
Materials:
- Image of a cartoon boy holding a fishing pole with a fish on it
- Cover-up critter
- Whiteboard
- Letterboxes for each student
- Letter tiles for each student and magnetic letters for teacher: s, p, e, l, l, h, c, a, t, g, r, i, f, t
- Poster board with the words for the children to spell: is, ship, cats, grip hips, lift
- Decodable text: Liz is Six
- Assessment Worksheet
- Say: “We have to learn the code that tells us how to pronounce words if we want to get better at reading. We have already learned the short vowels /a/=a, like the word hat, and /e/=e like the word pet. Today we are going to learn short i. When I think of /i/ I think of our friend Fynn here who loves to go fishing and catch fish.”
- Say: “We are going to listen for the sound /i/ in some words. When I say /i/, my mouth widens like it does when I am going to smile (make vocal gesture for /i/). There is a short i in shin. Is it in the word run? I didn’t hear the /i/ sound and my mouth did not widen. It’s your turn now! When you hear the short /i/ sound in a word pretend like you are going fishing. Is it in: shoe, ditch, or cat?
- Say: “Now let’s look at the spelling of /i/. We spell /i/ with the letter i. What if I want to spell the word hips? To spell hips in the letterboxes I need to know how many phonemes are in the word, so I stretch it out and count: /h/i/p/s/. I will need four letterboxes. I hear /i/ just before /p/ and /s/ so I am going to put an i letter tile in the second letterbox. The word starts with /h/ so I need to put h in the first letterbox. Now there are two boxes left…. And we have /p/ and /s/ left. The letter tile /p/ goes in the third tile because it comes after /i/ in the word so that means that the /s/ tile goes in the last one. I’m now going to show you how to read a tough word on the poster board (grabs poster board with the word grip on it and tapes it to the whiteboard). I need to put the beginning letters with it: g-r-i, /gri/. Now I’ll put the chunk together with the very last sound, /gri-p/. Like I am going to grip onto the ladder.
- Say: “I am going to have you spell some words in the letterboxes. Let’s start out with two boxes. Since I only have two boxes, that means there will only be two phonemes. Your first word is is. ‘Is my fishing pole in my closet or is it in my bathroom? What should go in the first box? (Respond’s to children’s answers). What should go in second box? (Respond’s to children’s answers). I am going to walk around the room and check your spelling. Our next word will need three letterboxes because it has three phonemes. Listen for the beginning sound that goes in the first box, then listen for /i/. The word is ship. ‘I got on a ship to travel to see my friend.’ (Allow for children to spell word). Time to check your work. Watch how I spell ship in my letterboxes on the board: sh-i-p. Do you have it spelled the same way? Let’s try a new word with four letterboxes. There are four phonemes in this word because there are four letterboxes. Your next word is, lift. ‘I need to lift my book off the ground, so I can read it.’ (children will do their letterbox and then ask someone to volunteer how it is supposed to be spelled on the board). Our next word also has four letterboxes. Your word is, cats. Does that word have /i/ in it? (Children will give answer). There is no /i/ in cat. Now let’s try one with five letterboxes. If a word uses five letterboxes, then that means it has five phonemes. Your word is stink. “That fish sure does stink!’
- Say: “Now I am going to let you read the words that you spelled, but first I want to show you how I personally read a difficult word. (display poster with grip at the top and model the reading word). I see that there is a /g/ in the beginning. That lets me know that I put /g/ in the first box because it makes one sound. Next is /r/ so I put that in the second box. Then there is my vowel /i/. It must say /i/=i. I’m going to use my cover-up critter to get the last part of the word. (uncover and blend after the vowel, then blend with the vowel). /p/. Now I am going to blend that with /i/ /ip/. Now I put everything together; /grip/. (Have children read the words all together. Call individual children to come and read a word from the list at your desk until everyone is done).
- Say: “You have done a great job reading words with our new spelling for /i/=i. Now we are going to read a book called “Liz is Six.” Booktalk: Liz is six and gets a mitt. The pig hits a ball and Liz catches it in her mitt. Liz goes up to bat and hits the ball. Will the pig catch her ball? You will have to read the story to find out. Let’s pair up to read what happens. (children pair up and take turns reading pages while the teacher walks around to see progress. The class will read the book together to finish the activity.
- Say: “That was a great story! (I will then call students individually to my desk to read a couple of pages from the book to me while I make notes of their miscues. The other students will work on a worksheet individually practicing identifying words with the /i/=i correspondence. Students will color in the shapes two different colors depending on whether or not the word within the shape has short i.
Reading Genie Website: http://www.auburn.edu/academic/education/reading_genie/Entries.html
Canvas pages: Educational insight decodable books:
https://auburn.instructure.com/courses/1093231/pages/educational-insight-decodable-books
Assessment worksheet: https://www.education.com/worksheet/article/short-sounds-i/
Sara Kowal: “’Aaaaa Goes the Crying Baby” https://sak0032.wixsite.com/website-2/br-design
Click here to return to Applications Page:
http://wp.auburn.edu/rdggenie/home/classroom/applications/
Email: [email protected]