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Phonics Project
The book chosen is "Tigger" (ISBN 0-525-46233-3 © 1999). Tigger is a very short book that is physically in the shape of the Tigger character from A.A. Milne's Winnie the Pooh series. Most children have had some exposure to Winnie the Pooh prior to school so all should understand the story easily. Find pictures specifically of Tigger and Pooh and if possible a honey pot. Procedures: Read text.
The story reads:
Tigger loves to bounce.
He bounces to Pooh's house,
Where there is honey for breakfast.
Tigger does not like honey.
Tigger doesn't like Eeyore's thistles, either. Ouch!
Tigger and Roo climb a tree
But Tiggers can't climb down. Uh-oh.
Tigger bounces Eeyore right into the river!
Then he bounces home. Good-bye, Tigger!
The story is very simple. The book is beautifully illustrated so the children's attention should be kept by both the illustrations and the rhythm of the words.
Sight words will be Pooh, Tigger, honey, climb, and bounce. These words repeat themselves at least once in the story and are words an average first grade student would use in everyday speech. They can also be used easily in other subject. For example, in math the students might have to count the honeybees. In gym class, students could climb something or bounce for a time.
The overall objectives are:
Read this story by themselves.
Recognize the sight words when used out of context
Understand the meaning of the sight words
Monday's Lesson Plans
Focus: Language Arts / Phonics / Spelling
Materials: Room Decorations
Be sure children understand the story.
Ask questions about the story.
Write sight words on board.
See. Say. Spell.
Equate recognizing words with recognizing friends. Ask children to remember back to their first day of school when they didn't know anyone. Recall that feeling. Now think of the feeling you get when your friends recognize you and you them. Ask how they recognize each other. Phonics is a tool to help you recognize words!
Recognize the clues. Little Sandy has brown hair and freckles. Pooh has a double "oo." Tigger has a double "gg." Bounce has the "ou." Show the children the "clues."
Phoneme Segmentation: Teacher asks the children to join in the chopping of a sight word. "Lets say it together. First we'll say it, and then chop the word. Ready?" Children respond in unison "/p / / ooh/." Teacher asks, "How many sounds?" Children respond, "Two." Teacher praises effort, and then chooses another word to model. "Now let's find out how many sounds are in Tigger's name. / t / / ig / / ger/." Children and teacher break apart Tigger's name together and count the sounds. Teacher and children repeat several times with the students' names. Follow Up: Read the text each day at least once.
Leave the sight words written on the board throughout the week.
Monday would be an introductory to the text and an overview of the…
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