Iiicky Stiiiicky
Beginning Reading
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.