/i/ is Icky Sticky!
Beginning
Rationale:
This lesson will help
students recognize and understand the short I sound /i/. Students will be able
to recognize the vowel in spoken words and illustrate it with the representation
of sticky hands. Students will do a letterbox lesson using /i/. This will help
them associate the phoneme with the grapheme.
Materials:
Chart paper with tongue
twister “Icky Sid slipped on the
pig”; Decodable text Tin Man Fix it (Educational
Insights, 1990); Letterboxes;
Letterbox words: sit, tip, fib (3
phonemes) Brick, crib, slick ( 4
phonemes) drink, twist (5 phonemes)
sprint (6 phonemes); Letter tiles:
b,c,d,f,l,k,I,n,p,s,t,r; List of
words for students to distinguish vowel sound /i/:
pet, pit, him, her, flip,flop,drink,drank;
hand mirrors
Procedure:
1)
Our language is a written
code. Sometimes it is difficult to match the letters with our mouth movements.
Everybody say /i/.
2)Now when we say /i/ I want
you to pe have something icky and sticky on your fingers. Together let’s say
icky sticky and do your hands like
this ( shake them like they are covered in something sticky.
3)
Now say /i/ and look in your
mirror. Everyone say icky sticky and
look in the mirror. Can you see the /i/. What letter spells /i/?
I spells /i/.
4)
Now I’m going to say some
words and I want you to do the icky sticky hands if you hear the /i/;
pet, pit; him, her; flip, flop; drink,
drank
5)
Now we are going to practice
saying our tongue twister together. “Icky
Sid slipped on the pig” Now practice
saying it with a partner. Shake your hands like they are covered with something
sticky every time you hear /i/
6)
Next split the class into two groups.
Have one group break into partners and practice partner reading the book
Tin Man Fix it
7)
Do a letterbox lesson using
the words listed in the material section. Tell the student the word and let them
break the words into phonemes. Each phoneme has its own box. Model the letterbox
by spelling the word. Sound out the number of phonemes (5) and lay out 5 boxes.
Next tell students that the first sound that we hear in
twist is /t/ so
t will go in the first box. The next
sound we hear is /w/ so
w will go in the next
box. The next sound I hear in
twist is /i/ I says /i/ so that will be the next letter. Next I hear /s/ so
the next letter is s. Then the last
sound I hear is /t/. So we spell twist
t-w-i-s-t.
8)
Next we are going to partner read
Tin Man Fix it. Listen closely for that /i/
Assessment: During the letterbox
lesson I will be with the students keeping a record of which words they spelled
correctly as well a if they can find
the /i/ in the words. For
this I will use a checklist.
References: