Icky Sticky!
A
Beginning Reading Lesson Design
Rationale:
This lesson teaches
children about the short vowel correspondence i = /i/. In order to be
able to read, children must first learn to recognize the spellings that map word
pronunciations. In this lesson children will learn to recognize, spell, and read
words containing the spelling i. They will learn a meaningful
representation (pinching a scruntched up nose).
They will spell and read words containing this spelling in a Letterbox
lesson, and they will read a decodable book that focuses on the correspondence
i = /i/.
Materials:
* Graphic image of a
man stepping in something sticky.
* Magnetic
whiteboard
* Elkonin boxes for
the whiteboard
* Elkonin boxes for
each pair of students
* Magnetic letters
and letter tiles for each pair of students letters:
t, i, p, n, d, g, s,
k, r, l, h
* List of spelling
words on chart paper: print, is, tip, pin, dig, ship, skit, grid, list
* Decodable text: Liz is Six (enough for each child)
* Assessment
worksheet
Procedure:
1.
Say: We want to
become expert readers, so we need to learn the code that tells us how to
pronounce words. We are going to learn about short i and the sound /i/ it makes
when it's in words by itself. When I say /i/ I think of something icky sticky
and it makes my nose curl up! (Show the children the graphic and pinch your
curled up nose). [Have I written on
the board for the children to have a visual.]
2. Say: Before we
learn to read words with /i/, we need to listen for it in some words. When I
listen for /i/ in words, my lips make a little
stretched out smile and my mouth is
open. [Make vocal gesture for /i/.] I'll show you first: big. I
heard icky sticky i and I felt
my lips make a stretched out smile.
There is a short i in big. Now I'm going to see if it's in
home. Hmm, I didn't hear
the icky sticky /i/ sound and I didn't
make a stretched out smile with my lips. Now you try. If you hear /i/
say, "Icky Sticky!" If you don't hear /i/ say, "That's not it." Is it in pick,
rain, sing, coat, Rick, lips? [Have children stretch out their lips when they
hear the icky sticky /i/.]
3. What if I want to
spell the word print? "I will print my letters on my paper." Print
means to write in this sentence. To spell print in letterboxes, first I
need to know how many phonemes I have in the word so I stretch it out and count:
/p//r//i//n//t/. I need 5 boxes. I heard that /i/ just before the /n/ so I'm
going to put an i in the 3rd box. The word starts with /p/, so I need a
p. Now it gets a little tricky so I'm
going to say it slowly, /p//r//i//n//t/. I think I heard /r/ so I'll put a r
right after the p. Next is
our icky sticky i. Let's stretch it out one more time to see what
comes next: /p//r//i//n//t/. I hear /n/ so I'm going to put the
n in the 4th box. Last is
the /t/ so I'm going to put the t in
the last box. [Stretch out the word one more time and point to the letters as
you do]. /p//r//i//n//t/. That spells
print, just like it is written on our chart over here: /p//r//i//n//t/,
print.
4. Say: Now I'm
going to have you spell some words in letterboxes. Turn to your partner and work
together to help each other spell the words. Take turns spelling the words and
only help your partner if he or she gets stuck. You'll start out easy with two
boxes for is. "Is our teacher going to be proud of us?" What
should go in the first box? [Respond to children's answers]. What goes in the
second box? I'll check your spelling while I walk around the room. [Observe
progress.] You'll need three letterboxes for the next word. Listen for the
beginning sound to spell in the first box, and then listen for /i/.Here's the
word: tip, I gave the waitress a tip at the restaurant; tip.
[Allow children to spell remaining words:
pin, dig, ship,
skit, grid,
and
list.
Continue to monitor progress and add assistance as needed.]
5. Say: Now that
we've spelled our words, we want to go back and read them! I'm going to read the
last word on the list: /l/ /i/ /s/ /t/, liissst, list.
6. Say: Now I am
going to let you read the words you've spelled. [Have children read words in
unison from the chart hanging on the board. Afterwards, call on individuals to
read one word on the list until everyone has had a turn.]
7. Say: You've done
a supper job spelling and reading words with our icky sticky i. Now we are going
to read a book called Liz is Six. This is a story about a girl named
Liz who gets
a mitt for her birthday. Do you think it will help her in the big game?
Let's pair up and
take turns reading Liz is Six to find out how the baseball game turns
out. [Children pair up and take turns reading alternate pages while teacher
walks around the room monitoring progress. After individual paired reading, the
class rereads Liz is Six aloud together, and stops between page turns to
discuss the plot.]
8. Say: Before we
finish up with our lesson about icky sticky i, I want to see how you can solve a
missing letter problem. On this worksheet, we have some words with letters
missing. Your job is to look at the picture and the other letters in the word
that describes the picture to figure out what letter is missing. Reread your
answers to see if they make sense. If you finish early, you may color the
pictures using the crayons at your table. [Collect worksheets to evaluate
individual child progress.]
Resources:
Assessment worksheet:
http://www.funfonix.com/worksheets/book1_page16.php
Lesson guide: Murray, G., Oh, I Didn't
Know! Blackboard Learning System
Text: Liz is Six by Sheila Cushman,
Educational Insights, 1990.