ICKY STICKY
Rationale: In
order for beginning readers to become successful in reading and
writing, they
must first understand and recognize that each letter in the alphabet
represents
a different sound. By learning about phonemes and letter
correspondences,
beginning readers can become fluent readers. Short vowels are often
difficult
for students to identify and therefore, this lesson will focus on the
vowel
correspondences i = /i/. The students will learn the /i/ correspondence
through
a meaningful representation. In addition, they will learn to spell and
read
words with the /i/ sound through a letterbox lesson and reading a new
book with
/i/ words.
Materials:
Chart with the Tongue Twister, "Isabelle the lizard
lived inside the igloo"
Primary pencils and paper for each student
Elkonin
Boxes for each student (up to 5 boxes)
Plastic letters for each student: (i, t, t, s, b, p, h,
m, l, c, d, r, f, w, t)
Oversized letterboxes and letters
Picture of 'Icky Sticky' (an insect that looks sticky)
Book, Liz is Six (one for each student)
Pseudo word test (gib, sif, rin, hin, wid)
1. Begin
the lesson by explaining to the students that they are going to learn
about the
letter i and the sound it makes. “We
hear the /i/ sound in a lot of spoken words and see the vowel i in a lot of spoken words. It’s a very
important letter to remember! Today we are going to learn how to spell
and read
words that have the letter /i/ sound.”
3. Now
we are going to look at the tongue twister. “Let’s say it all together.
Isabelle the lizard lived inside the igloo. Good! Now, we are going to
say it
again but this time when you hear the short /i/ sound, I want you to
shake your
hands and stretch the sound. For instance, if I say little then we will
say
liiiiiiitle instead. Iiiiiiiisabelle the liiiiizard liiiiiived
iiiinside the
iiiigloo. Great job! Let’s try it one more time!
4. Now
let’s practice finding the /i/ sound in some spoken words. Do you hear
/i/ in
pig or dog? Run or hit? Skin or hair? Small or big?
5. Next, do a group letterbox lesson with i = /i/ words. "Boys and girls, you will
need to make sure you spread out your letters so that you can see all
of them."
Make sure that each student can see the big teacher letterboxes and
letters.
“We are going to learn how to spell words that contain the /i/ sound.
Remember
that each box contains just one sound. Watch as I spell our first word
together. Let’s spell the word s-i-i-i-i-t-t. The first sound that you
hear in
sit is the /s/ sound. We know this because of the /s/ sound. So let’s
put the
letter s in the first letterbox. Now,
let’s say it again, s-s-i-i-i-t-t. So the next sound we hear is the
letter i. So let’s put the letter i in
the second letterbox. Now, let’s
say the word again and figure out what the last sound is. The last
letter we
hear is the letter t, because of the
/t/ sound. So let’s put the letter t in
the third letterbox. We have just spelled sit in our box. Now it is
your turn
to see if you can spell words that have /i/ in them. Have the students
use
their letters and letterboxes to spell the following words: {2 – it,
is; 3 –
big, pit, ship, him; 4 – list, clip, spit; 5 – drift, twist}. Tell the
students
how many boxes for each set of words listed.
7. We are now ready to practice reading with the
/i/
sound. "Today, we are going to read a book called Liz is
Six. This book is about a little girl named Liz who is
turning six years old. She gets a baseball glove for her birthday. She
is able
to catch the little pig’s hit but will the little pig be able to catch
her hit?
Well, you will have to read Liz is Six
to see what happens to Liz and the pig. The students will read their
book
silently and if they come across any problems they may raise their hand
for
help. When they have finished reading, have them raise their hand and
tell what
words they found that contained the /i/ sound. We will make a list of
all the
words they found on the board.
Teaching decoding.” “The reading Teacher, volume 52, no. 6, 644-650.
http://www.auburn.edu/rdggenie/connect/kohtalabr.html.
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