The Icky Sticky Insect
Beginning Reader
Rational:
This lesson will focus on the
correspondence i=/i/. Its purpose is to help students
understand the sound and spelling of /i/. Vowels are used to spell all
words in our vocabulary, so therefore it is important for students to understand
the phoneme and grapheme of each vowel. In this lesson, students will be
able to identify the /i/ (short i) in spoken words, give it a meaningful name,
and learn to spell words using the short I (/i/).
Materials:
Primary
Paper, Pencils,
Poster with “The important insect was ill with injuries in his wings.”Tin
Man Fix-it (Educational Insights, phonics reader),
Flash cards with the words: it,
sit, did, fit, pig, tin, kiss, rip, and swiss.
Procedures: 1.
Introduce the lesson by
explaining that our written language is a secret code.
It is a combination of letters that make certain
sounds by moving our mouths certain ways. Today we are going to learn what mouth
movement we make when we use the letter i and what sound it makes as a
short i (i=/i/).
2. Ask students
have you ever gotten gum in your hair or glue on your fingers? What did it
feel like? Was it icky and sticky? Let’s all say that together icky
and sticky. Now let's say it real slow, iicckkyy and ssttiicckkyy.
Good. Do you hear the /i/ in those two words? Good. Let's all
say those words one more time real, real slow. Iiiiicccckkkkyyyy
ssssttttiiiicccckkkkyyyy. For now on we will call the /i/ sound icky
sticky. This will help us remember what sound the /i/ makes.
3.Let's take a look at a tongue twister (poster). The
important insect was ill with injuries from investing in wings. Now let’s all
say it 3 times together. Good! Now every time we hear the sound /i/ lets stretch
it out and say it loud. The iiimportant
iiinsect was iiill wiiith iiiinjuries from iiiinvesting iiiin wiiiings.
Good! Now let’s say it one more time, but this time lets break the /i/ sound out
of the word and say it separately. The /i/mportant
/i/nsect was /i/ll w/i/th /i/njuries from /i/nvestigating /i/n w/i/ngs.
4. [Pass out primary paper to students. Have
them use their pencil.] The letter i is used to spell /i/.
Let's all practice writing our i on our paper. Start at the fence
and draw a straight line down the sidewalk. Lift up your pencil and dot
the line above the fence. Everybody hold up your paper and let me see your
i. Very good. Now I want everyone to make me ten more i's
using the pattern I gave you. When everyone is finished put your pencil
down on your desk. For now on when you see the letter i all by
itself you will know it makes the /i/ sound.
5. I am going to show you how to pick out the /i/ in the word dig. We know
i says /i/ in the middle of a word.
At the beginning of the word d says
/d/ and the last letter g says /g/.
When we put those sunds together, we get “dig!” I am going to stretch out the
word dig very slow and I want you to listen for icky sticky. D-d-d-i-i-i-g-g-g.
Let’s try it again, I don’t think I heard it that time. D-d-d-i-i Wait! There it
is, the sticky icky. Did you hear it? Let’s all say it together real slow.
D-d-d-i-i-i-g-g-g. Good Job!
6.Call on students
to answer and tell how they knew: Do you hear /i/ in is or up?
Lid or bad? Rig or get? Thin or teeth? Trick
or treat? Did or bad? Now let's see if you can find the
mouth move in some words. If you hear the /i/ sound in a word raise your
hand. If you do not hear the /i/ sound in a word keep your hand on your
desk. Now, I want you to listen
to some words I am going to say. If you hear /i/, I want you to say /i/. If
you do not hear /i/, I want you to say no. (Give words one by one)
itch, and, six, days, week, doctor, I, will, have, to,
meet.
7.Read Tin Man
Fix-It and talk about the story. Every time you hear a word with /i/ I want
you to raise your hand. I will write the words on the board when we come
across them. After the story have students write about an insect using
inventive spelling.
8.Assessment:
Pass out a picture page and have the
students circle the pictures whose name has the sound /i/. After they have
circled their picture have them name the picture using inventive spelling.
References:
·
Murray,
B.A., & Lesniak, T. (1999). The Letterbox Lesson: A hands-on approach for
teaching decoding. The Reading Teacher, 644-650.
· The Icky Stick Indian by Melissa Hensley