Lesson Design: Beginning to Read

Icky Icky I







      -- I will be teaching the vowel correspondence of the short /i/.

I. Rational
    A. “Recent longitudinal studies of reading acquisition have demonstrated that the acquisition of phonemic awareness is highly predictive of success in learning to read ­ in
        particular in predicting success in learning to decode.  In fact, phonemic awareness abilities in kindergarten (or in that age range) appears to be the single best predictor
        of successful reading acquisition,” states the Board of Directors of the International Reading Association.  By children learning the vocal gestures that letters make, they are
        on their way to being able to read fluently.
    B. We will do a review of how to write upper and lower case i for practice.  The goal is for the students to understand the short vowel /i/ sound.
    C. A student must be able to recognize phonemes.  The vowel i is important like all other vowels.  The vowels all produce a long and short sound.  I am going to
        concentrate on the students understanding the short i.  A student must fully grasp the letters of the alphabet and the sounds they make to become fluent readers and
        writers.

II. Materials
    A. and C. Popsicle Sticks ­ Cotton Balls ­ “Sticky Ricky” poem/song ­ Childs Hands ­ Letters ­ Letter Boxes ­ Chalk Board ­ Chalk ­ Primary Paper ­ Pencil ­ Liz is Six ­
                    Individual Worksheet ­ Pig Paper ­ One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss
    B. Publication Information found in Section IV.

III. Procedures
   A. Sample Dialogue
     1. Good morning class.
     2. We are going to begin by reviewing the letter i.
     3. We are going to use popsicle sticks and cotton balls to make upper and lower case i's.
     4. Now that everyone has a few popsicle sticks and cotton balls, can you please make a capital I on your desk.  Does anyone need help?  Can someone
        come up to the board and write a capital I for us?  Amazing job Amy!  Everyone check your I to make sure it looks like Amy’s.  Now everyone make
        a lower case i.  Who wants to hold up their i?  Great job Jared, I like how you knew to use a cotton ball.  Everyone check your i with Jared’s.  I am
        proud of you class, good job.
     5. Class we are going to learn the short sound the letter i makes.
     6. I want to introduce everyone to a boy named Sticky Ricky.  (Read “Sticky Ricky” poem ­ this may also be done as a song.)
     7. Now that everyone knows about Sticky Ricky lets begin to make the short /i/ sound.
     8. When we make the short /i/ sound our mouth is slightly open, our throat is open, and our tongue is in the back of your mouth.  The perfect word to
         make the short /i/ sound with is “icky.”
     9. When you make the short /i/ sound this time put your hand on your throat.  You do not feel your throat buzz.  Your throat simply moves up as you
        breath in and down as you breath out.
     10. The short /i/ sound can be heard in words such as:
            Pig ­ sticky ­ icky ­ igloo ­ is
     11. Students do you hear the short vowel /i/ sound in: (The entire class may answer or you can call on individual students.)
      House or Igloo
      Six or Seven
         Hard or Crisp
      Sick or Well
         Robert or Ricky
   B. Guided and Individual Practice
    (a). Guided Practice
        - The students are going to do a letter box lesson on the short vowel /i/.  The students should be put into partners with the teacher facilitating.
     1. Students lets think of a few words with the short vowel /i/ sound.  We are going to make a tongue twister
     2. Words made up by the students: six ­ sticky ­ pig ­ igloo ­ is ­ Ricky ­ sticky ­ trick ­ crisp ­ kicks
     3. Lets see if we can make a tongue twister out of the words you gave me
     4. Our tongue twister is: “Sticky Ricky kicks icky pigs.”
     5. Every time you have trouble remembering the short vowel /i/ sound you can say our tongue twister about Sticky Ricky
     6. Students you need to get one set of letter boxes per group and one set of letters.
     7. First lets get out all the letters you are going to need for our lesson:
         i ­ s ­ f ­ b ­ g ­ x ­ ck ­ c ­ r ­ sp ­ t ­ m ­ o ­ m ­ e ­ d ­ a
     8. I am going to say a word and I want one partner to spell it out.  Once everyone has completed the word I will call one partner group to
         demonstrate on the board.  (The teacher will draw out letter boxes on the board for students to demonstrate on.)
     9. Words for the letter box lesson:
 
Is (2)
Sick (3)
Review Words:
If (2)
Crisp (4)
Cat (2)
Big (3)
Trick (4)
Red (3)
Six (3)
The next words have been previously taught:
Mom (3)

     10. I am now going to spell some words on the board for you.  I want you to whisper the word to your partner.  After everyone has said the word, I
           will announce the word to everyone.
     11. Words for the teacher to spell:
          In (2) ­ Lip (3) ­ Kick (3) ­ Lick (3)
     12. Message: I want everyone to write about a subject in school that is icky.  It may be your favorite subject.  You should be writing this on a piece of
         primary paper.
     13.   Now class I want us to read a book titled Liz is Six.  Everyone go get your book.  I am going to tell us a little about this book.  Look at the cover.
             I wonder what they are looking in?  What do you think?  They are all sitting in a car.  Somebody gets in with a funny hat on.  I wonder what they
            are doing!  Let’s read and find out.
        (b). Individual Practice
     1. Students will be given a sheet to practice the short vowel /i/ sound.
     2. The sheet will include letters and the child should be able to pick out the upper and lower case i, pictures that have the short vowel /i/ sound, and words where students
         will have to pick out which ones have the short vowel /i/ sound.
     3. After everyone has completed their sheet, the teacher can take them up and check them or you can ask them to check it as an entire class by switching papers.
   C. Assessment
     1. Students will be given a sheet of paper with a pig on it.
     2. The sheet will have a word bank on it with five short vowel /i/words.
     3. The students should write a few sentences including the five given short vowel /i/ words and three    other short vowel /i/ words.  The title of the paragraph should be
         Piggy Tails.
   D. Text
     1. At the end of the lesson I will read One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss.  As we read the story, I will ask them what vocal gesture we learned today.
        When we come to the short vowel /i/, I will ask them what sound the short vowel /i/ makes.  One Fish, Two Fish, Red Fish, Blue Fish will be a form of review.
   E. Extra
        - If there is a student who finishes early, they can do an extra activity.  Or the entire class can do the activity for fun.
     1. The students can have the pig coloring sheet.  They can color the pig and practice saying the short vowel /i/ sound.  When they are done, they can write other short /i/
         words around the page and illustrate them.

IV. References
Board of Directors of the International Reading Association.  (July 1998).  Phonemic Awareness and the Teaching of
    Reading.  Available: http://reading.org/pdf/phonemic_aware.pdf
Chart Jungle.  Handwritting Paper.  Available: http://www.chartjungle.com/bigspacewritingpaper.html
Cushman, Sheila.  Liz is Six. (1990).  Ed. Pat Millie.  Carson, CA: Educational Insights.
Hughes, Ken.  First Steps into Reading.  “Sticky Ricky.”  (1999).  Wide ­ Eyed Wonder Publications.  Available:
    http://www.1ststepsintoreading.com/short_vowel_brothers.htm
Seuss.  One Fish, Two Fish, Red Fish, Blue Fish.  (1960).  New York: Random House.
Short Vowel Posters.  BeginningReading.com.  Available:
    http://www.beginningreading.com/Short_Vowel_i_without.gif
 

Lesson Created By:
    Amy Morris
   October 12, 2002
 

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