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| Overview |
This lesson uses whole-to-parts phonics instruction as an approach to beginning reading. Letter-sound correspondences are taught within a meaningful context, and in an explicit, systematic, and extensive manner. This lesson uses onset-rime analogy to present word families and spelling patterns. An "onset" is the consonant letter before the vowel in a given word or syllable, while a "rime" is the vowel and consonants that follow the vowel in a given word or syllable. Thus, in the word bill, the onset is the letter b and the rime is the letters ill. Furthermore, this lesson supports cooperative and integrative learning where students and teacher learn together and carry out tasks collaboratively.
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| From Theory to Practice |
Moustafa, M., & Maldonado-Colon, E. (1999). Whole-to-parts phonics instruction: Building on what children know to help them know more. The Reading Teacher, 52(5), 448–458.
This article presents whole-to-parts phonics instruction as an instructional strategy for teaching letter–sound correspondences. Moustafa and Maldonado-Colon state that whole-to-parts phonics instruction differs from traditional parts-to-whole phonics instruction in several ways:
- It grounds instruction in letter-sound correspondences in a meaningful context.
- It builds on the spoken language children already understand rather than on letter-sound correspondences they don't yet understand.
- It teaches the parts of the words after a story has been read to, with, and by children, rather than before the story is read.
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| Student Objectives |
Students will
- Distinguish the onset and rime in spoken and written words
- Identify words that belong to the /-ill/ family using onset-rime analogy
- Substitute consonant sounds in context to form new words in a given word family
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| Instructional Plan |
Preparation
| 1. |
Make sure that students are familiar with the concept of initial and final word sounds, and that students can identify and name letters necessary for building words in the /-ill/ family.
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| 2. |
Prepare the following materials in advance:
- Bookmark the website with the Jack and Jill text and tune.
- Print and cut out the Flashcards to use for word recognition.
- Write a list of words, phrases, and sentences on chart paper to use during the group and individual drill (see step 8).
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Instruction and Activities
| 1. |
Let the class listen to and become familiar with the tune and rhyme of Jack and Jill.
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| 2. |
Present a Big Book copy of the rhyme or use a computer-assisted presentation to display the words from the rhyme. Highlight the words Jill and hill.
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| 3. |
Ask students to read-a-long and then sing-a-long as you point to each word in the rhyme. Initially, this can be done by the whole class and then within small groups.
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| 4. |
Point out the two highlighted words and ask someone in the class to say or read the words aloud.
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| 5. |
Ask students to repeat the words Jill and hill, and focus students' attention on the final sound and spelling of the two words.
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| 6. |
Encourage students to identify words that have the final /-ill/ sound. You may show several Flashcards to assist students in giving and spelling words that belong to the –ill family and present other text-related materials to assist students in recognizing words in context.
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| 7. |
Guide students in compiling a list of new –ill words and assist them in reading each word correctly. Make sure that students' identify the words will, fill, pill, dill, bill, mill, sill, till, hill, Jill, Bill, drill, grill, and ill.
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| 8. |
Conduct a group and individual drill by asking students to read the following sentences. Have the whole class read the sentences together first, and then invite individual students to read some of the sentences on their own.
- Jill is ill.
- Jill will need a pill.
- Jill will pay the bill.
- Bill will go up on the hill.
- Jill and Bill will sit on the sill.
- The mill is on a hill.
- Bill will till the soil.
Have students substitute the –ill words in the sentences to fully practice word and sound recognition in context. Magnetic letters or an overhead projector with letter tiles can be used for this task.
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| 9. |
Ask students to complete the Copy-Change Worksheet using the original Jack and Jill rhyme. The associated picture guide may assist students in creating their adapted version.
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Extensions
- Challenge students to create their own Copy-Change Worksheet by changing the original pattern of the Jack and Jill rhyme. Present more -ill words for this activity such as skill, still, chill, grill, and thrill.
- Present students with computer-assisted programs, such as the interactive Word Maker, which focus on onset-rime analogies.
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| Student Assessment/Reflections |
- Have students present their Copy-Change Worksheet to the class and observe students' ability to use words from the –ill family in context.
- Challenge students to use their writing journal to write sentences or compose a story using words from the –ill family.
- Provide a teacher-made test to evaluate mastery of content and whether the skill has been learned.
- Ask students to write in their reflective journal what they have learned or have not learned during this lesson. Also, ask them to express what they wish they had learned or what they would like to do to master this lesson.
- Record or note those students who need more assistance in recognizing words from whole-to-parts. Engage them in activities that offer further practice.
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