Ick . .
. That’s Sticky!!
Beginning Reading Design:
i=/i/
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)
Procedure:
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”
http://www.auburn.edu/rdggenie/guides/knowlesbr.html