Greg Johnson
11/12/02
C-I 302
Eagle Bluff
Mrs. Rundle
ELA DPI Standard C. 4.3: Participate effectively in discussion.
ELA DPI Standard D.4.1: Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
Icky Bitsy Spider Detectives (1-2)
I. Objectives:
* Goal: To develop recognition and comprehension of the short and long i sound.
* Student Objective: In text, students will recognize words with
the short i and long i sound and understand why they make that sound.
II. Anticipatory Set
* The teacher read the class Miss Spider’s Tea Party by David Kirk using shared reading.
Materials:
* Index cards, dry erase/chalkboard, markers/chalk, adhesive magnetic
strips, worksheets, Miss Spider’s Tea Party by David Kirk.
III. Lesson:
A. After reading Miss Spider’s Tea Party begin a class discussion.
Ask the class if they liked the book. After hearing
the class’ reaction to the book, ask the class if they know what they five
vowels are and if i is a vowel. Ask the students if the letter i always
makes the same sound. If the students think that i always makes the
same sound write two words on the board one short i word and one long i word,
for example hill and bike. Prompt the students until they understand
that the letter i makes both a short and long sound.
B. Once the students understand the long and short i sounds tell them
that they are going to be detectives. Tell the students that they will
have to find out if a word from Miss Spider’s Tea Party is "icky" or not.
Each student will be given an individual case (an index card with a long
or short i word written on it with a magnetic backing). All the cases
will come from words from Miss Spider’s Tea Party. The teacher will create
a chart on the board with one column being the long i’s and the other column
being the short or "icky i’s." It will be the student’s job to
determine whether their word is "icky" or not.
C. After each student finishes their investigations they will be given
more cases (worksheets).
D. Extra: If the students complete their worksheets and there
is time remaining, ask them to write a sentence using a short i word and
draw a picture to accompany it.
IV. Evaluation:
* Students will be evaluated on their participation in the group discussion and group activity.
* Students will be evaluated with two worksheets asking them to identify and categorize short and long i words.
* Extra: Students will be evaluated by the sentence they’ve written and the picture they’ve drawn.
Back to Greg's teaching page