Ick . . . That’s Sticky!!
Beginning Reading Design:
Rationale: This lesson is designed to help beginning readers read, spell, and recognize words that contain the i=/i/ correspondence. Short vowels are also hard to identify. This lesson will help children to identify the correspondence i = /i/ by using it in meaningful phrases and also learn how to read and write using it. They will also be identifying or recognizing words with /i/ correspondence in the text, Tin Man Fix-it.
Materials: Index cards with pictures on each one (kid, man, big apple, small apple
Elkonin letter boxes (words: hid, tick, jig, clip, slid, twin, wink, split, drink)
Letters (i, h, d, c, l, p, s, j, g, k, t, w, n)
The book Tin Man Fix-it
Primary paper and pencil
(Each child will have copies of the letters, letterboxes, and the text)
1. Introduce lesson by explaining that our written language is like a secret code. Each letter has a sound that goes with it. The letter i makes the /i/ sound. Today we are going to work on the /i/ sound. We are going to see if we could find this sound in some words that we spell and words that we read.
2. Have you ever gotten something really sticky all over you? Can you hear the /i/ sound in the word sticky? Let’s think about our mouth movement when we say the /i/ sound. Now lets act like we have just spilled something really icky and sticky all over us and we are trying to get it off of our hands.
3. Now let’s say this sentence together. “Sid got some sticky, icky ink in his hair.” Now let’s say it again, but this time, let’s stretch out the /i/ when we hear it. “S /i/ d got some st /i/ cky, /i/ cky /i/ nk /i/n h /i/ s hair.”
4. Now I am going to see if you can remember the /i/ sound when you see pictures with the /i/ correspondence. I’m going to hold up two cards with a picture on each of them. I want you to tell me which one has the /i/ sound. I will hold up cards with the pictures of ‘kid’ and ‘man’. Which one has the /i/ sound? Kid, good! What about pictures of big and small apples? Swig, the picture of the big apple! I will do this with the rest of the cards.
5. Now we are going to use letterboxes to spell some words. Make sure and remember that only one mouth sound goes in each box. I will model how to do it by putting each letter sound in one box to spell out the word and then have the students do their own as I say each word. When I say /s/ /p/ /r/ /i/ /n/ /t/, each sound goes in a letterbox. Explain that there is one box used for each sound so this word will use six boxes.
6. "Now children, I want you to try and spell the word "hid".(After this word is used in the letterboxes, the teacher should ask them to spell other words like: tick and jig. Next, ask them to fold out four letterboxes. "Now let's see who can spell clip”. Now have them spell twin, wink, slid, and clip. Have them use five boxes for ‘split’. Next, I will spell the words and have the children read them to me. I will use the same words that they just created with the letterbox lesson.
7. Now we are going to wok on recognizing the /i/ sound when we read. We are going to read the book, Tin Man Fix-it. There is a bully in town who just tries his hardest to create trouble. One day, he flies past Tin Man and knocks him down. However, Tin Man could not just get back up because he was broken. Will Tin Man ever be fixed again or will he always be unable to move the way he used to? You will have to read the book Tin Man Fix-it to find out!! Read the book together. Cross check with the students if they have any miscues as they read.
8. For assessment I will give them a sheet of paper with the words from the letterbox lesson mixed with words that do not have the /i/ correspondence. They will have to circle the words with the /i/ sound.
Tin Man Fix-it (Educational Insights)
Jeremy Knowles: “Itchy Richy”
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