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

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