Nick’s Sticky, Icky Fingers
Beginning
1st to 2nd grade
Rationale: In
order to learn to read, children must first be aware of the
correspondence of
letters and their phonemes and that the spelling maps of words instruct
us in
how to read and say them. Vowel sounds, especially short vowels, are
the most
difficult phonemes for children to become aware of and identify.
Through this
lesson, children will learn to recognize the correspondence i
= /i/ in written words. They
will learn the sound i makes by
learning a meaningful representation and how to spell and read words
with the i = /i/ correspondence through a
letterbox lesson and by reading a book.
Materials: primary
paper and pencils for each child; letterboxes and letterbox letters (b, c, f, g, i, k, m, n, r, s, t, x) for
each child, Large letters and letterboxes for teacher, Tin Man
Fix-It
books for each child, paragraph about Nick and his glue
Procedure: 1. Today
we are going to learn about the short i.
Has anyone ever been gluing something and gotten glue all over you?
Your
fingers get all sticky and icky, don’t they? I will then read a
short
paragraph story about a boy named Nicky who got very sticky using his
glue. Can
everyone act like Nicky and rub your fingers like you are trying to get
the
glue off of them? Shake out your hands and say, “Sticky, Icky!”
Good job!
2. Now listen to
this tongue
twister: “The impatient Indian was ill inside the igloo.” Now repeat
that after
me. Good job! Now listen closely. Do you hear /i/ in sit or cat? Lick
or lock? Bib or bat? Frog or fish?
3. Does anyone
know what i looks like? Everyone take out your
primary paper and pencil and write a short
i on your paper. Hold it up and show everyone when you are done.
Good job!
While you have your
paper out,
think of a word that has /i/ in it. Write that word on your paper and
hold onto
it because we will use it again to write some sentences later.
4. Now we will use
our
letterboxes. Everyone get your letterboxes out and I will show you how
to spell
using the boxes and your letters. In each box there will be a different
sound.
I will use my own
large boxes in
the front to model for the children what to do.
When I spell “big” I
am using only three boxes because there are three phonemes in “big”.
/b//i//g/. Sound out the phonemes.
Can everyone repeat
that after
me?/b//i//g/.
Good. Now what
would happen if
I wanted to spell “Nick” like the boy in the story I read to you?
What if I told you
that just
like this word “big,” there are also three phonemes in Nick? I don’t
need to
add another box just because there are four letters in Nick. There are
still
only three sounds. Listen as I sound it out. /n/ /i/ /k/.
See? There are only
three mouth
movements in Nick. I will put n in
the first box, i in the second box,
and ck in the third box.
5. Now its your
turn. I will
call out a word that has a short i in
it and you will use your lettest to spell out the word using the
correct number
of phonemes. The first word is “it.” How many phonemes are in the word
“it”?
Good.
There are only
two.. Only use
two boxes and spell “it.”
I will continue to
have the
children spell the following words: 3- tin, fix, sit, 4- stick, trim.
6. I will now put all
of the words
used in letterboxes up on the board and call on students to read the
words one
at a time. Once one student has read the word, the whole class will
repeat that
word.
7. I would like
everyone to
take out their Tin Man Fix-It book.
We will read this book together. If you
hear the sound a short i makes,
remember that /i/ sound?, in a word that we read, shake your hands out
like we
did earlier to let me know you heard it.
8. Good job class.
Now that we’ve
read our book, I want you to pull our that short i word
that you wrote earlier. I want you to write a sentence using
that word somewhere in that sentence. Be sure to underline your word so
that I
can pick it out of your sentence.
Assessment: The
children’s assessment will be if they can recognize the /i/ phoneme
during the
reading of the book. I will assess each individual child using their
written
sentences by noticing what word they chose in the beginning of the
lesson, if
it is spelled correctly, and if I is
used correctly in the sentence.
References:
Murray, B.A. and
Lesniak, T. (1999). The Letterbox Lesson: A hands-on
approach
for teaching decoding. The
Icky Sticky Inchworm
by Liesa Viruleg
http://www.auburn.edu/rdggenie/illum/virulegbr.html
(1990). Phonics
Reader Short
Vowel Tin Man Fix-It.
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