Let's Get Icky, Sticky Yickey!
A Beginning Reading Lesson
Rationale:
This lesson teaches children
about the vowel correspondence i=/i/.
In order to be able to read, children must learn to recognize the vowels and
know their sounds. In this lesson children will learn to recognize, spell, and
read words containing i=/i/. They
will learn a meaningful representation (person with the sticky hands), they will
spell and read words containing this spelling in a Letterbox lesson, and read a
decodable book that focuses on the correspondence
i=/i/.
Materials:
1.Image of sticky hands
2.Cover up critter to help
students read words they are struggling with. A cover up critter is a popsicle
stick with two small googly eyes glued onto it. It is a fun way of providing the
students with something to uncover a word piece by piece so that they can read
it.
3.smartboard
4.document camera
5.Elkonin boxes for myself
6.Elkonin boxes for each
student
7.Letter tiles for myself and
each student: b, i, g, s, t, c, k, r, n, f, l, a, e, p, d, h
8.List of words on whiteboard
to read: big, stick, grin, fun, hint, spring
9.Decodable text: Tin Man
Fix It (Educational Insights 1990).
10.Assessment sheet for each
student
Procedures:
1.Purpose and introduction:
Say: In order to
become expert readers we need to learn the code that helps us pronounce words.
We just learned that the vowel e=/e/,
like bed, today we are going to learn
the next vowel i=/i/. When I think of
the sound /i/ I think of someone with
icky sticky hands! (Show image). Let's all act like we have sticky hands and
say, "Icky Sticky /i/" (with the hand
motion like you have something sticky on your hands). Students will say this
with you a few times chorally and make the hand motions together.
2.Review:
Say: Before we learn how to use /i/
in words, we need to listen for the sound in some words. I'll do the first one.
Click. When I say the /i/
in click my tongue gently touches the roof of my mouth and my nose might
even scrunch up. Do you see my nose scrunch when I say
click? Right, it happens when I say /i/.
Lets try another one. Red. Hmm, my
nose didn't have to scrunch up to say red.
Now you try one, if you hear /i/ then
I want you to pretend like you have something really sticky in your hands.
Swim. Do you hear
/i/ in swim? If you do then make the
hand motion. Good! I hear it too.
3.Model:
What if I want to spell the word drink?
"I will drink a coke after school!" To spell it, I first need to know how many
phon--es I have, so I stretch the word out
/d/ /r/ /i/ /n/ /k/.
I heard five phon--es so I need five boxes. The first sound I hear is
/d/ so I know I need a
d in my first box. Next I think I
hear /r/, so I'll put an
r in the second box. Next I hear my
icky sticky /i/! So I will put the
i in the third box. Next I think I
hear /n/ so I will put that next. In
my last box I hear /k/ so I'll put
that in my last box. Now I will teach you how to read a tough word. (Write
blink on the board). I'm going to
start with my vowel i. so I cover up
the other letters like this (cover up all letters but
i ). Then I will add the beginning
letters b-l-i
so now I have /bli/.
Now I will put that chunk together with the last sound /nk/,
so that I have blink. "We blink our
eyes everyday."
4.Activity:
Now I'm going to have you
spell some words in letterboxes. You'll start out easy with three boxes for
big. "I wish I had a big candy bar!"
What should go in the first box? [Respond to children's answers]. What goes in
the second box? Did you r----ber to listen for you icky skicky /i/? I'll check
your spelling while I walk around the room. [Observe progress.] You'll need four
letterboxes for the next word. Make sure you think about all of the sounds that
you hear and don't forget to listen for your icky sticky /i/.
Here's the word:
stick, "Glue will make things
stick." [Allow children to spell r--aining words:
grin, fun, hint, spring.]
Say: Now I am going to let
you read the words you've spelled. [Have children read words in unison.
Afterwards, call on individuals to read one word on the list until everyone has
had a turn.]
5.Reading whole text:
You've done a great job
reading words with /i/. Now we are
going to read a book called Tin Man Fix It. This book is about a tin man
named Tim. Tim and the fix it man, Jim, are planting flowers. A big kid, Sid,
zooms by th-- on his skateboard and runs into Tim! Jim is the fix it man, do you
think he will be able to fix Tim? You will have to read the rest to find out! .
[Children pair up and take turns reading alternate pages each while teacher
walks around the room monitoring progress. After individual paired reading, the
class rereads Tin Man Fix It aloud
together, and stops between page turns to discuss the plot.]
6.Assessment:
Before we finish our lesson
on i=/i/ I want you to see if you can
solve a reading probl--. I want you to look and if you can pick the word that
goes with the picture. (For example, one probl-- might have a list of words:
cow, boy, pig, bee. There would be a
picture of a pig and the student would circle the word
pig.) First, look at the picture and
then read the words to match the word with the picture, make sure you listen for
your /i/. Collect worksheets to
evaluate individual progress.
7.Reference:
Kinsey, J. Iiiiicky Stiiiicky.
:
http://www.auburn.edu/acad--ic/education/reading_genie/doorways/kinseybr.htm
Assessment: http://www.funfonix.com/worksheets/book1_page19.php
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