Mickey And His Icky Stickies
After children have mastered letter recognitions and their corresponding phonemes, it is now time to learn how to blend these phonemes into words. In this lesson, I will teach the phoneme i=/i/ sound when Mickey touches some of his icky stickies. The children will hear the i = /i/ correspondence in spoken words and read words with this correspondence.
Materials: Elkonin letterboxes for each child, lower case letters; f, g, h, I, k, n, p, r, d, t and the book Tin Man Fix-It.
1). I will introduce the lesson by reminding the children that they already know that each letter has a corresponding phoneme or sound. Now they must learn how to blend different sounds into words. In this lesson we will sound out i = /i/ and find i =/i/ words.
2). I will tell the children some short stories about Sticky Mickey. Each time they hear the i =/i/ phoneme they are to raise their hands and say "Sticky Mickey." I will say the following sentences: Mickey put his hand in icky sticky slop and Mickey put his had in sticky flypaper that had icky, sticky big bugs on it.
3) Explain to the class the procedure to use letterboxes and letters. They will put one sound per letterbox when I ask them to spell a word. Model how to use letterboxes to spell the word "in". Sound out the word "in", i=/i/ and n=/n/. I hear i =/i/ so I will put it in the first letterbox. I also hear n=/n/, so I will put /n/ in the second letterbox.
4). Give each child a letter box set and lower case letters. Now it is your turn. The first word is in. Raise your hand when you are finished so that I can check your work.
5). Continue the lesson with another two-phoneme word, "it", and then
use the three
Phoneme and four phoneme words from the following list: tin, fit, pig, fish, ( 3 phonemes in each word), skip, and trip ( four phonemes in each word ). Check the children's work after each word and provide feedback as necessary.
6). The children read the book, "Tin Man Fix-It", on their own. Ask the students to recall any words that have the i=/i/ phoneme.
7). Assess the children by counting the total number of correct identifications of i = /i/ and dividing by the total possible i = /i/ to get a percentage correct. You need to get above ninety percent on this exercise.
Reference: Murray, B.A. & Lesniak, T. (1999) The Letterbox Lesson: A hands on approach for teaching decoding. The Reading Teacher, 52, 644-650.
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