Beginning
Reading
                   Icky and Sticky
                   Staci Sealy
                                        
                

Rationale:  In order to be able to learn to read, spell, and comprehend words, children need to understand correspondences, so they can match letters to their phonemes.  In this lesson the children will be able to recognize the correspondence I = /I/ in both oral and written words by practicing identifying the words through reading and spelling.  The children will be able to participate in letterbox lesson individual so I will be able to assess them.

Materials:  Letter Boxes

 Letters: b, c, g, h, I, j, k, l, m, w, p, r, t, w

 Primary paper and pencil

"Silly Sally" by Audrey Wood

Flashcards

Markers

List of /I/ words

Procedures:
1. Introduce the lesson by showing the children a picture of the letter I.  I will ask the children what sounds does this letter make.  Say: Today we will be working on the /I/ sound.  Can you think of some words that have the /I/ sound in them?  
2. Say: Today we will be spelling and reading words with the /I/ sound.  Do you know what I do to remember the /I/ sound?  I pretend to stick my hands in syrup and I say Icky and Sticky.  Let's pretend we are sticking our hands in syrup.  ICKY and STICKY.  Now every time we here the /I/ sound lets rub our hands together and say ICKY and STICKY.
3. Write:  The little piggy, Lizzie, was ill inside the igloo. Say: Let's say this tongue two more times together.  How many words have the /I/ sound?  That’s right 6.  Can you tell me those words?  I will write them on the board as you tell them to me.  All right now let's say the tongue twister one more time and drag out the /I/ sound and do our ICKY and STICKY hand motions.  Let's spell Thin.  /I/ + /n/= /in/   Th + in = Thin. Very Good!! 
4. Say: Next we will work on hearing the /I/ sound in different words.  Do you hear the /I/ sound in ______ or ______?  Fist or heart?  Pin or Crayon?  Sink or Watch?  Bid or Brush?  Thin or Can?  Ship or Hair?
5. Let’s get out our letters and letterboxes.  I will explain how the letterbox lesson works.  Say: Let's spell words with the /I/ sound.  (The teacher demonstrates the first word on the letterbox lesson) The words we will us in the letterbox lesson are:
2 Letterboxes: in , it
3 Letterboxes: big, hill, Jill, pig, sing, ill
4 Letterboxes: twig, swim, Lizzie, igloo
5 Letterboxes:  spring.
 
6. The children will be put in groups of two and make flashcards with the words that have the /I/ sound.  They will practice these words while the teacher assesses them individually.

  
7. The children will have the chance to practice the /I/ sound by reading the book Silly Sally.  
8. For assessment pass out the sheet that has the letterboxes on it to each child.  The sheet should be numbered 1 to 5 and each number should have a certain number or letterboxes beside it.  {#1 - 3 boxes, #2 - 3 boxes, #3 - 3 boxes, #4 - 4 boxes, #5 - 4 boxes).  "Now I am going to read 5 words to you and I want you to spell the words in the boxes on your sheet of paper.  Remember to only put one sound in each box.  #1 - lid, #2 -  lip, #3 - did, #4 - slid, #5 - grip."  Have the students write the sounds they hear in the letterboxes.  After every student is finished, collect the papers to use for assessment.  

References:

Eldridge, J. Loyd.  (1995).  Teaching Decoding in Holistic Classrooms.  
New Jersey:  Prentice Hall, 54-57.

Wood, Audrey.  Silly Sally. (1992).

Pridmore, Angela.  Icky Fingers.

http://www.auburn.edu/rdggenie/begin/pridmore.html

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