Icky Sticky Hands!

http://t1.gstatic.com/images?q=tbn:IkEBXvzPI379rM:http://family.go.com/images/cms/parenting/candy-hands-photo-240x240-j-5250524.jpg

By: Lauren Vacca

Beginning Reading Lesson

 

Rational: Students are to become aware of the differences between a grapheme (the written letter) and a phoneme (vocal gesture of that letter). Once students learn more about the letter-sound correspondences, they become more fluent readers and decoders. In this lesson students will learn the correspondence i=/i/. Students will learn to recognize /i/ in oral language by learning a memorable gesture to go along with the sound, tongue twister ,recognize i=/i/ in words, practice spelling the /i/ sound with letterboxes, and identify the /i/ sound in written text by reading Liz is Six.

 

 

Materials:

·     -Chart with tongue twister:  Izzy the iguana is in the igloo

·     -Primary paper and pencil

 - Elkonin boxes and letters (for overhead) [2] – is   [3]—big, chip, bet, bed, nap   [4]—trick, spin [5]—print, blast

·     -Overhead

·     -List of Words for overhead :

·     -Letterboxes and letters for each student

·     -Letters needed: a,b,c,d,e,g,h,I,k,l,n,p,r,s,t

·     -Liz is Six

·     -Letter /i/ worksheet for assessment

   http://www.kidzone.ws/kindergarten/vowels/i-as-begins-sf.gif)

·     -Picture of Sticky Icky Lady (http://www.auburn.edu/academic/education/reading_genie/phonpics.html)

 

 

Procedures:

1.    1. I will introduce the lesson by showing the student the picture of Sticky Icky Lady. Say: Have you ever eaten a sticky piece of candy and gotten it all over your hands? Think about how that felt. I know that when I get something icky on my hands I go like this (shake hands in front and say icky sticky!) .Whenever we hear the /i/ sound I want you to shake your hands in front of you and say icky sticky. Say: Can you try it with me?  Icky sticky (shaking hand in front).  Ok great, now let’s try to get the goop off our sticky icky fingers but this time I want you to really stretch out the /i/ sound while we say it again. Stiiiiicky iiiiiicky.

 

2.     2. Sometimes the letter / i /makes that stick icky sound. I am going to read a sentence to you, and I want you to listen to see if you hear the sticky i: Izzy the iguana is in the igloo, Now I want you all to read the sentence and I want you to stretch out that icky sticky sound when you hear it iiiizzy the iiiiguana iiis iiin the iiiigloo.

3.   3.  Now I want you to listen very carefully for the sticky icky I sound. I am going to read you two words and then I want you to tell me which word has the /i/sound . Also, don’t forget to shake the goop of your icky sticky hands when you hear the /i/ sound. 

Say:  Do you hear /i/ is

stick or well?  Sip or gulp? Six or four?

 

4.   4. I will use the elkonin boxes and letters on the overhead. Now we are going to try and spell some words that have the sticky icky /i/ sound in them. Remember that each box represents a different sound our mouth makes, not how many letters are in the word.

 

Say: I am going to show you how to spell the word brick. Ok, I am going to spell the word out really slow so I make sure I can hear all the sounds I need to spell the word: bbb rrr iii ccc kkk. Bbb, that is the b sound, so I know to put b in my first square. Brrrrick. I hear the rrrr sound that comes next so I know to put an r in the next square. Briiiiick. There is that sticky icky i sound! I know that sound is an i so I am going to put that in my next box . BRICK. I know that sometimes the k sound is spelled using ck so I am going to put these two letters at the end to make the k sound.

 

5.    5. Now I want you to try a few on your own! The Students will now spell their own words using their own letterboxes. I will assist the children as they spell the following words:

[2] – is   [3]—big, chip, bet, bed, nap   [4]—trick, spin [5]—print

 

Once the students are finished I will ask them to read the words they spelled and then I will discuss them on the overhead.

 

6.   6.  Now we are going to practice our skills by reading a book called Liz is Six. I will divide the students into pairs and I will give each pair a copy of the book Liz is Six.  I will start with a quick book talk to get the students interested in the story. 

Say:  Liz is turning six years old! Liz decides to have a big birthday party and she gets a lot of birthday presents. One of her favorite birthday presents is a baseball mitt. Liz and her friends decide to go play baseball so Liz takes her new glove (baseball mitt) with her. Will she be able to use it to win the baseball game or will something go wrong with her glove?

Let’s read and find out! Make sure you are looking out for that sticky icky letter i ! Remind the partners that they will take turns reading the book to each other. I will walk around and observe the students reading.

 

 

 

7.    7. I will have the students write a message. I will first write the students a message on the board, “ I love strawberry lollipops”. I want you to write about your favorite candy that is icky sticky.

 

 

8. I will walk around the room to monitor the student's progress and help with any questions. I will assess the students by having each child fill out a worksheet that reviews over the short vowel /i/ (http://www.kidzone.ws/kindergarten/vowels/i-as-begins-sf.gif)

 

 

 

8.   

References:

 

-Assessment worksheet http://www.kidzone.ws/kindergarten/vowels/i-as-begins-sf.gif

 

-Liz is Six. Educational Insights Phonics Readers, 1990. Short Vowels, Book 5.

 

-Alexander, Shannon—“Icky Sticky Goo” http://www.auburn.edu/academic/education/reading_genie/navig/alexanderbr.html

 

-Pegues, Katie – “Icky Sticky Mess” <http://www.auburn.edu/academic/education/reading_genie/encounters/peg

uesbr.html

-Sticky Icky Lady picture <http://www.auburn.edu/academic/education/reading_genie/phonpics.html>

 

-Murray, Bruce.  How to Teach Letterbox Lessons (reading genie website) 
http://www.auburn.edu/academic/education/reading_genie/letbox.html

http://www.auburn.edu/academic/education/reading_genie/phonpics.html)