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chloe.png

  Chloe picks her favorite chips 

i=/i/

Beginning Reading

Carlie Collazo

chloe.png

Rationale: This lesson teaches children about the short vowel correspondence i=/i/. In order to be able to read, children must learn to recognize the spelling that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling i. They will learn meaningful representations (Chloe likes chips), they will spell and read words containing this spelling in a Letterbox lesson and read a decodable book that focuses on the correspondences i=/i/.

 

Materials:

  • Graphic Image of Chloe eating chips

  • Cover-up Critter

  • Whiteboard/Smartboard

  • Elkonin boxes for modeling

  • Letter manipulatives for each child

  • Poster Board with the words to spell

  • Decodable Text: Slip and Spin

  • Assessment Worksheet

Procedures:

  1. Say: We have to learn the code that tells us how to pronounce words if we want to become expert readers. We have already learned to read the short vowel a, like sat, and today we are going to learn about short i. When I say /i/ I think of Chloe picking out her favorite trips. 

  2. Say: Before we learn about the spelling of /i/, we need to listen for it in some words. When I say /i/ in words, my mouth opens a little showing some teeth. I will show you: pig. Is the short i in sit or sat? I didn’t hear short i in sat. Now you try. If you hear /i/ say, “Chloe picks her chips”. If you don’t hear /i/ say, “wrong ones.” Is it in lip, pal, rock, or pig?

  3. Say: “Now let’s look at the spelling of /i/ that we’ll learn today. One way to spell /i/ is with the letter i. What if I want to spell the word kick? To spell kick in the letter boxes I need to know how many phonemes are in the word, so I stretch it out and count how: /k/i/c/k. I will need three letterboxes. The /i/ will be in the second letter box. The /c/k/ after will go together in the third letterbox. 

  4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with only two boxes for is. The two boxes mean there will be only two phonemes. “Is chloe picking out the right chips?” 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. [Looks at progress] On the next word, you’ll need three letterboxes. Listen for the beginning sound that goes in the first box. Then listen for /i/. Here is the word: pick, I like to pick flowers; pick. [Allow children to spell words] Time to check your work.  Watch how I spell it in my letterboxes on the board p-i-c-k and see if you’ve spelled it the same way. Repeat this step for a new word. Listen to see if this word has /i/ in it before you it; bat; I hit my baseball bat. Did bat have /i/ in it? Now, let’s try something that needs four letterboxes. The word is grin. I grin whenever I am happy. [ a volunteer will spell it on the board.]

  5. Say: Now I am going to let you read the words you’ve spelled, but first I will show you how I read a tough word. [Displays poster with twin on the top and model reading the word.] First, I see there is a /t/ at the beginning. That’s how I know that put /t/ in the first box it makes one sound. Next is the /w/ so it will go in the second letterbox. Then she short i comes after in the third box. Finally, I will use the cover-up critter to get the last part of the word /n/. Everything together is twin. [Have the class read the words in unison. After, call the children to read one word on the list until every gets a turn.]

  6. Say: You’ve done a great job and reading words with our new spelling for /i/=I. Now we are going to read a book called Slip and Spin. This is a story about a boy named Tim who has a pet big named Slim. Slim needs a bath and gets all slippery. Let’s pair up and rake turns reading Slip and Spin to find out what happens to slim after his bath. [Children pair up and take turns reading alternate pages while teacher walks around to see the students progress. After the pairs reading, the children read Slip and Spin aloud together, and stops between pages to ask questions and discuss the plot.]

  7. Say: That was a great story! What happened to the pig slim? Right, he was about to slip and then he took a spin after a fight with elf. What did they do after slims slip and spin? Right, Jims dad fixed a pen for slim. Next, you will all work individually on a worksheet and practice name the words that have a short i.

Resources:  

https://www.superteacherworksheets.com/letter-short-i.html

Murray, B and G, 2019 Lad And his Pals: Slip and Spin

https://caitlinbb.weebly.com/beginning-reading-design.html

http://wp.auburn.edu/rdggenie/

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