Iiicky Stiiiicky

Beginning Reading

 Beth Kelley

Rationale: Children need explicit, systematic phonics instruction in order to successfully learn to read. This lesson teaches children about the short vowel correspondence i = /i/. In this lesson children will learn to recognize, spell, and read words containing the spelling i. They will spell and read words containing this spelling in a letterbox lesson, and they will read a decodable book that focuses on the correspondence i = /i/.

Materials: Elkonin boxes; letter tiles (b,i,g,h,m,n,p,r,s,t,w); list of words on chart paper(sprint, it, sit, big, ship, twig, mist, spring); decodable text: Tin Man Fix-It (enough for each child)

Procedures:

1. Say: We are going to learn the code that tells us how to pronounce words so that we can become expert readers. We are going to learn about short i and the sound /i/ it makes when it's in words by itself. When I say /i/ I think of something icky sticky and it makes my nose curl up! (Show the children the graphic and pinch your curled up nose). [Have I written on the board for the children to have a visual.]

2. Say: Now we are going to listen to words with /i/ in them. When I listen for /i/ in words, my lips make a little stretched out smile and my mouth is open. [Make vocal gesture for /i/.] I'll show you first: pig. I heard icky sticky i and I felt my lips make a stretched out smile. There is a short i in big. Now I'm going to see if it's in stop. Hmm, I didn't hear the icky sticky /i/ sound and I didn't make a stretched out smile with my lips. Now you try. If you hear /i/ make your icky sticky face (pinch your curled up nose). Is it in pick, rain, ring, goat, stick, lips?

3. Now I want to spell sprint in my letterboxes.  “I sprinted around the track.” Sprint means to run. Before I can spell out sprint in the letterboxes, I need to know how many phonemes are in the word sprint. Let’s stretch it out and count the phonemes: /s//p//r//i//n//t/. I need six boxes. I heard the /i/ just before the /n/ so I'm going to put an i in the 4th box because I heard two sounds, /n//t/, after it so it must go here. The word starts with /s/ so I will put s in the first box. I hear /p/ after s so I am going to put p in the 2nd box. (Continue until the entire word is spelled out) That spells sprint just like it is spelled on our chart.

4. Now it is your turn to spell some words in the letterboxes. You can turn and work with a partner. Make sure you are taking turns spelling the words. Only help your partner if he/she gets stuck on a word. You'll start out easy with two boxes for it. What should go in the first box? (Respond to children's answers). What goes in the second box? I'll check your spelling while I walk around the room. (Check work.) You'll need three letterboxes for the next word. Listen for /i/ and other sounds in the word. The word is sit. (Have students spell the remaining words: big, ship, twig, mist, and spring. Continue walking around and checking students work, assisting when needed.)

5. Now we are going to read all of the words that we spelled. Here’s how I would read a word that had the letter i in it(demonstrate big…/b//i//g/). ( Allow all students to say the words together first, then go back and call on students individually to read certain words.)

6. You have all done a fantastic job with all of the /i/ words. Now we are going to read a story called Tin Man Fix-It. This is a story about a tin man who is trying to help his friend fix a garden. Sid, a very big boy, comes by on a skate board and knocks the tin man over. What do you think will happen to the tin man? Let’s read to find out! Turn and read with a partner. One partner reads one page, and the other partner reads the next page. (Walk around monitoring reading) Now we are all going to read the story aloud at the same time. (Stop and ask questions throughout the story.)

7. For assessment, I will individually check the students’ progress by calling them up one-by-one and taking notes while monitoring their reading.

Resources:

Icky Sticky! by Elizabeth Bryant http://www.auburn.edu/academic/education/reading_genie/doorways/bryantebr.htm

Iiiiicky Stiiiicky by Julie Kinsey http://www.auburn.edu/academic/education/reading_genie/doorways/kinseybr.htm

Eww! It’s Icky Sticky! by Alle Hausfeld http://www.auburn.edu/academic/education/reading_genie/doorways/hausfeldabr.htm

Text: Tin Man Fix-It.( 1990) Phonics Readers Short Vowels. Carson, CA (USA): Educational Insights.

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