Eww! It’s Sticky Icky!
Beginning Readers
By:
Alle Hausfeld
1. Rationale:
For students to be able to become successful readers, it is important that they
are able to understand how each letter in the alphabet represents a different
sound. If students understand the different letter-sound correspondences they
will become successful decoders and readers. Short vowel sounds can be difficult
to recognize because the sound does not always look like the letter. Today, I am
going to teach the correspondence i = /i/. The students will learn to recognize
this correspondence in print and in sound through meaningful representation.
They will also learn to spell, read, and recognize words with the /i/ sound
through a letterbox lesson and decodable book.
2. Materials:
-chart with tongue twister: The important Indian was ill
with injuries inside the igloo.
-poster with “icky-sticky” picture (child with “glue-y”
hands)
-letter boxes for each student
-large, magnetic letter box for the teacher
-a copy of Tin Man
Fix It, enough for students to partner read
-Letters: p, i, g,
s, t, e, f, h, n, l, v, x for letter box lesson
-worksheet: students will circle the word that matches the
picture
-primary paper and pencil for each student
3. Procedures:
1. Put up a poster on the board so that every student is
able to see it. Ask the students, “Has anyone ever had anything sticky on their
hands? The child in this picture looks like they have icky, sticky glue on their
hands.? When I have something sticky on my hands I sling my hands (demonstrate
hand motion) and say icky, sticky. Let’s all try it together! Everyone shake and
sling their hands around and say icky sticky. Now try it and stretch out the /i/
sound. Iiiicky Stiiicky.”
2. The letter i = /i/ makes the sound that we heard in icky
sticky. Put up a chart with the tongue twister and read it aloud. “The important
Indian was ill with injuries inside the igloo.” Model using the hand motion and
stretching out the /i/ sound. Have the students do it with you for the next
time. “The iiiimportant Iiiindian was iiill with iiiinjuries iiiiside the
iiiigloo.”
3. Each child will be given a set of letter boxes with the
pre-selected letters. First, I will model how to spell each word with the i = /i/
correspondence. I will spell the letter
pin, but first I will find the different sounds that make up
pin by stretching out the word, /ppppp/
/iiiii/ /nnnnn/. The first sound I hear is /p/ so I am going to put a /p/ in the
first letter box for /ppppp/ /i/ /n/. Next, I hear is the icky, sticky sound /i/,
/p/ /iiiii/ /n/, so I am going to put an /i/ in the second letter box. /p/ /i/ /nnnnn/,
I hear /n/ last so I am going to put /n/ in the last letter box. Let’s blend it
all together /ppp/ /iii/ /nnn/, good, that makes pin. Now let’s see if you can
spell some out on your own!
4. Teacher will walk around the room, monitoring each
student’s progress. If they misspell a word, read it back to them as they have
spelled it and have them try again. Once all of the students have spelled the
word correctly, move onto the next word. The word list is: 2-(is, at, in),
3-(pig, sit, live), 4-(fish, slim). Once each word has been spelled correctly, I
will write the words on the board one at a time and have the students read them
aloud. If necessary, model how to read the words.
5. Next, I will take up the letter boxes and letters and
distribute the book Tin Man Fix It.
This book is about a young boy and his Tin Man friend. They want to plant a
garden. While they are planting the garden, another boy zooms by on a skateboard
and crashes into Tin Man. He causes Tin Man to break into pieces! You will have
to read Tin Man Fix It to see if Tin
Man gets put back together and if the garden gets finished. Teacher needs to
walk around the room, monitoring everyone’s progress as they are reading the
book.
6. Once the students have finished reading the book, I will
pass out the primary paper and have the students write a message about their
favorite thing to do outside.
7. When the students have finished writing their message, I
will ask them to pick up the worksheet and circle the word that is represented
in the picture. This will give them practice reading the correspondences and
will assess their understanding of the i = /i/ correspondence.
4. Resources:
-a copy of the book,
Tin Man Fix It
-The Reading Genie
-picture of child with icky, sticky hands
-assessment worksheet