Icky Sticky Mess
Beginning Reader Literacy:
Materials: Large Elkonin boxes (5 spaces) for the teacher, large letters (i, f, a, t, p, e, s, x, c, k, l, b, g, w, n, d) for the teacher, individual elkonin boxes for the students, letter sets for each student (i, f, a, t, p, e, s, x, c, k, l, b, g, w, n, d), list of words for the students to spell (2 - if, at 3 - pet, six, sick, bag 4 - stick, slit, wind 5 - slept), list of words for students to compare and identify (pill or tall, milk or juice, six or four, pin or button), copy of Liz is Six (from our classroom books) for each child, as well as a copy for the teacher, also a coloring sheet that I created for the students to do identifying /i/ words.
Procedures: 1. Introduce the lesson and tell them that we are going to learn that i = /i/. What happens when you spell a bottle of glue all over your hands? It's icky sticky isn't it? So when you hear the sound /i/ I want you to try and shake the glue off your hands. Say it with me... "icky sticky". Can we stretch out the /i/ sound whenever we hear it? Let's say it now. Iiiicky stiiicky. Good Job!
2. Let's try a sentence and see where we hear /i/. Say, "Isabel is an iguana with six legs". Your turn. Great! Now let's stretch it out where we hear that icky sticky sound. Iiiisabell iiis an iiiiguana wiiith siiix legs. Your turn. Great job boys and girls!!
3. I want you to listen real closely and tell me which word you hear our icky sticky in. Do you hear it in "pill or tall", "milk or juice", "six or four", "pin or button". Great job! Ya'll were able to identify those icky sticky words.4. Next will be a large letter box lesson with the entire class. It will also include a review of other short vowels so that the students do not forget. 2 - if, at 3 - pet, six, sick, bag 4 - stick, slit, wind 5 - slept. As the students do this exercise I will walk around the classroom watching the students work and seeing how they do. If they have trouble with a word I will remind them to do their cover-ups and if they are still having a hard time I will slightly help them, so that they do not become extremely frustrated and give up. When they have completed all the words I will collect the letterboxes and the letters.
5. After we do the spelling part, I will write the words up on the board one at a time and have the class read them back to me. I will call on individual students to try and sound out some of them.
6. Then each student will get in a group of three and take turns reading the book Liz is Six. Before they read it I will give a book talk. "Liz is having her sixth birthday! She has a big party. One of her presents that she gets is a baseball mitt, so they decide to go and play. Liz hits the ball very far and Pig tries to go and catch it. Will he be able to? To find out you will need to read the book!" As the students read in their groups I will walk around and see how they are doing. If the groups are struggling I will very lightly remind them to use their finger to cover-up the word and sound it out slowly.
7. Each student will then take out their paper and I will have them write a simple sentence about a time when they may have made an icky sticky mess.
8. To assess the students work they will do the picture sheet with the same words from the lesson on it. They will be instructed to circle and color the words that have the sounds /i/ in them. While the students do that I will assess each student, at my desk, on their ability to read the following pseudo words: Fim, kag, bem, lin, mav, zik.
Liz is Six. Educational Insights 1990.
Bruce. How to Teach Letterbox Lessons
(reading genie website)
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