Rationale: This lesson teaches children about the long vowel correspondence i=/I//. In order to be able to read, children must recognize the different sounds vowels make because vowels are used to spell all words in our vocabulary. 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/).
Sentence strip with “Izzie the icky sticky iguana was inside and ill.”
Tin Man Fix-it (Educational Insights, phonics reader),
Flash cards with the words: at, it, bit, did, hit, big, tin, kiss, lip, and swiss.
Letter tiles I, t, b, d, h, g, n, k, l, p, 3 s’s, w, a
1. Introduce the lesson by writing a lower case letter i on the board and ask the students if they know what sound the letter makes. "Does anyone know what sound this letter makes?"If students say correct sound and examples give students praise. "Awesome! the letter i make the /i/ sound!" Tell the students what they will be doing in today’s activity. "Today we are going to learn how to identify the letter i and the /i/ sound in words."
2. Hold up the picture with the Icky Sticky hand gesture on it. Ask the students have they ever touched something that was sticky? "Have you ever touched icky, sticky glue or gum with your hands and you try to shake it off?" Well I have and it was very icky and sticky! "Do you hear the /i/ sound in icky-sticky?" If so I want you to say /i/ and shake your icky-sticky hands." Model and explain for the students how to do the icky-sticky hand gesture and how to move your mouth the correct way to make the /i/ sound. "When you say the /i/ sound and do your icky-sticky hand gesture, your mouth should be opened and you tongue slightly lowered, and then you should shake both your hands in and upward and downward motion.
3. “Let's take a look at a tongue twister (sentence strip). Izzie the icky sticky iguana was inside a igloo and ill 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. IIIzzie the iiiicky stiiicky iiiguana was iiiinside an iiigloo and iiiill. 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. /I/zzie the /i/cky st/i/cky i/guana was /i/nside an /i/gloo and/i/ll.”
4. Have the students to tell you if they hear the /i/ sound in different words. "I want to listen closely to some words as I say them, and tell me which words have the /i/ sound in them." "Do you hear the /i/ sound in big or bag? Pick or pack? Dig Stick or stack? Great job! You did hear the /i/ sound in big, pick, and stick.”
5. Pass out primary paper and pencil to each student. "I want to be sure that everyone knows how to write the letter i." Demonstrate and encourage the students to write the letter i. Let students all try to write the letter i. "Start at the fence line and draw a straight tree top standing tall (have students draw line as you demonstrate on the board). Then go up a little over the tree and put a tiny round sun.”
6. Begin the letterbox lesson. Pass out Letterbox sets and lower case letterbox tiles: I,t,b,d,h,g,n,k,l,p,3 s’s, and w to each student. Demonstrate how to use the letterbox and letter tiles to pronounce and spell words with the students. "Now we are going to spell some words that have the /i/ sound in them. Remember that each box should only have one sound in it. I am going to spell the word "hip" watch and listen closely at what I do. H-h-h-h-i-i-i-i-p-p-p. It helps if you say the word very slowly to yourself. The first sound I hear is /h/, so I will put a h in the first box. Then I hear the /i/ sound that we have been learning about (model icky sticky hand gesture) so I will put an i in the second letterbox. Finally I hear the /p/ sound, so I will put the letter p in the third letterbox. Now let’s see can we spell these words with the /i/ sound in them." Have the students use letterboxes and tiles to spell the following words [2 at, it 3bit did hit tin big kiss lip 4 Swiss]. Remember to tell the students how many boxes they will need for each word. "Now let’s practice saying some words with the /i/ sound. See if you can use the steps that I used to spell hip, to spell the new words. When you are finished spelling a word, put a thumbs up in the air, and I will come by and look at your spelling." Then pass out the class set of index cards with the words it, bit, did, hit, big, tin, kiss, lip, and swiss . Have the students read the words on each card aloud as a class.
6. Pass out the book Tin Man Fix It to each student. Do a picture walk and book talk for the students, to get them interested in reading the book. "Today we are going to read Tin Man Fix It." This book is about a tin man named Tim and his friend Jim. They were playing outside when a big kid named Sid skates by and knocks Tim down. Tim falls and breaks apart. Will Jim be able to fix Tim?" Have the students read the text on their own. Afterwards have students to recall words with the /i/ sound that they read in the book and write those words on the board. "Who can tell me which words have the /i/ sound on page one."
7. For the assessment, I will give each student a worksheet that has picture that have the /i/ sound. Students will circle which sounds like /i/ and x out pictures that do not.
Norris, Michael 'The Icky Sticky Insect':
Hollis, Caitlin 'Sticky Icky Pig':
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