Sticky Ricky!
Beginning Readers
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, chalkboard, chalk, Tin
Man
Fix-It books for each child
Procedure:
1. TODAY WE ARE GOING TO LEARN ABOUT 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 Rick who got very sticky using
his
glue. CAN EVERYONE ACT LIKE RICK AND SHAKE YOUR FINGERS OUT LIKE YOU
ARE TRYING
TO GET THE GLUE OFF? SHAKE OUT YOUR HANDS AND SAY “ICKY STICKY!” GOOD
JOB!
2. NOW LISTEN TO THIS TONGUE TWISTER: “THE IMPORTANT
INDIAN WAS ILL
WITH INJURIES 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
WRITING PAPER AND PENCIL AND WRITE A SHORT i ON YOUR PAPER. HOLD IT UP
AND SHOW
EVERYONE WHEN YOU'RE DONE. GOOD JOB!!
WHILE YOU HAVE YOUR PAPER OUT, THINK OF A WORD THAT HAS SHORT i IN IT.
WRITE
THAT WORD ON YOUR PAPER AND HOLD ONTO IT BECAUSE WE WILL USE IT AGAIN
TO WRITE
SOME SENTANCES 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 YOU'RE LETTERS. IN
EACH
BOX THERE WILL BE A DIFFERENT PHONEME. I will draw my own boxes on the
board 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 “RICK” LIKE IN “STICKY RICKY”?
WHAT
IF I TOLD YOU THAT JUST LIKE THIS WORD “BIG”, THERE ARE ALSO
THREE
PHONEMES IN RICK? I DON'T NEED TO
ADD ANOTHER BOX JUST BECAUSE THERE ARE FOUR LETTERS IN RICK. THERE ARE
STILL
ONLY THREE PHONEMES. LISTEN AS I SOUND IT OUT: /R//I//CK/. SEE? THERE
ARE ONLY
THREE MOUTH MOVEMENTS IN RICK. I WILL PUT /R/ IN THE FIRST BOX,
/I/ IN
THE SECOND BOX AND /CK/ IN THE THIRD BOX.
5. NOW IT'S YOUR TURN. I WILL CALL OUT A WORD THAT HAS A
SHORT i IN IT
AND YOU WILL USE YOUR LETTERS 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 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 same 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.
7. I WOULD LIKE EVERYONE TO TAKE OUT THEIR TIN MAN FIX-IT
BOOK.
WE WILL BEGIN
8. GOOD JOB CLASS! NOW THAT WE'VE READ OUR BOOK, I WANT YOU
TO PULL OUT
THAT SHORT i WORD YOU WROTE EARLIER, I WANT YOU TO WRITE A SENTENCE
ABOUT THE
BOOK TIN MAN FIX-IT USING THAT WORD SOMEWHERE IN THE SENTENCE.
BE SURE
TO UNDERLINE YOUR
Assessment: The children's'
assessment will be if they can recognize /i/ during the reading of the
book.
Also I will assess their written sentences on the book 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.
Reference:
Murray, B. A., & Lesniak, T. (1999). The letterbox
lesson: A
hands-on approach for teaching decoding. The
(1990). Phonics Reader Short Vowel Tin Man Fix-It.
Rouse, Mary. Icky Sticky! http://www.auburn.edu/rdggenie/insights/rousebr.html
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