Rationale: This lesson will teach children about the correspondence i= /i/ and be able to recognize short i in spoken and written words.

Materials: A poster representing an igloo that is pink, papers, pencils, letter tiles for letter box lesson, elkonin boxes, whiteboard, markers, a list of words on the whiteboard: pink, pig, stick, twig, mint, sniff, drink, igloo, stick, flick; the decodable book “Tin Man Fix It”, tongue twister, worksheet for short “i”

Procedures:

1.      Introduce the lesson plan to the students and explain that we are going to be going over the short i vowel in words. I will show the students the poster of the pink igloo so they will realize the short i sound is in both the words “pink” and in the beginning of the word “igloo”. I will ask the students to repeat those words after me and explain where the short i sound is in both of those words. The poster will be used for reference if a child gets confused.

2.      Second, I will introduce the tongue twister “The stick fits in Izzy’s igloo.” And then ask the students to repeat after me. Then we will say it together slowly, emphasizing the short i sound on each word.

3.      Next I am going to write all of those words listed under materials on the whiteboard and test the children to see if they can pronounce them correctly. Then I will go over all ten of the words with them: pink, pig, stick, twig, mint, sniff, drink, igloo, stick, flick

4.      Now I will represent each of those words by the sounds that they make. This is where the letterbox lesson comes in. I will set out the elkonin box for the children and the letters, and I will draw boxes on my whiteboard and go over and example with them of how to correctly place a word into a letterbox lesson. My example word will be “flick”. For this word, I will need to lay out four boxes for the students, and draw four boxes on the white board. /f/ goes in the first box, /l/ in the second box, /i/ in the third box, and /ck/ in the fourth box. I will explain to the children that the two letters go in the fourth box at the end because they are responsible for one sound in the word “flick”. Next, we will go over each word one-by-one and I will say: “Okay, now it is your turn to put the correct sounds of each word in the correct boxes!” The students will demonstrate the words with their tiles and elkonin boxes.

5.      Next I will introduce the book “Tin Man Fix It” and read it aloud to the children, then they will have the opportunity to read it back to me. A booktalk will be presented before I read the story. Booktalk: Tim the tin man breaks his hip when Sid comes in on a skateboard and knocks him down, then…

6.      Last, I will see what the students have learned and what needs improvement by giving them worksheets with words that have the letter i in them and they will be asked to color in the space surrounding the words that have the short i sound and then when they are finished they will have a picture of a pig as the final result if they completed it correctly. The link is attached below

https://www.education.com/download/worksheet/18589/short-sounds-i.pdf

 

Children will now be able to recognize the short i sound in words and be able to differentiate this sound from other phonemes. This will give them the skills necessary when it comes to reading as well as setting the foundation for future lessons to be taught after mastery of short i.

Resources: http://ravenhunter8.wixsite.com/raven-hunter/beginning-reading