Iiiit’s Iiiicky Stiiicky!
Rationale: Children need explicit, systematic phonics instruction in order to successfully learn to read. It is important for children to understand that individual phonemes in words can be “mapped-out” into written words. It is good to teach short vowels first because they are common. This lesson with teach /i/=i.
1. “Today we’re
going to learn about /i/. Can anyone think
of a word with /i/ in
it? Good job! Everyone
make the /i/ sound. We can make /i/ when
mouths are open and our tongues are lowered. “
2. “Now I want
everyone to say ‘icky
sticky.’ Can you hear /i/ in icky
sticky? Every time you hear /i/ in icky
sticky, I want you to hold that sound and make
an icky sticky motion. The motion looks like you have sticky glue on your fingers, and you can’t get it off. Let’s try it. Iiicky Stiicky. Good job.”
look at this poster.” (Read the tongue
twister normally to the
children first. Silly Billy wished the
pig would shrink. Then, read it and hold
/i/ and make the icky sticky hand gesture every time you say it in the tongue twister. Siiilly Biiilly wiiished the piiig would shriiink.) “Now, I want all of
you to say this crazy tongue twister just like I just did. Make sure you make your icky sticky hand motion. Good job!”
4. “I’m going to
say some words, and you tell me
which ones have /i/ in them. Do you hear
/i/ in big or bag...witch or watch...pick or pal…lift or loft?
5. Hand out
Elkonin boxes and letterbox letter
sets to each child. Model how to make a
word with a letterbox. (“Watch how I do
this. I’m going to spell
the word ‘pig.’ There are three sounds in pig: /p/, /i/, /g/. I put the letter p in the first box because the first sound is /p/. I put the letter i in the second
box because the second sound is /i/. I put the letter g in the third box because /g/ is the last sound in pig.”)
letterbox lesson. After you give each word
that you want the
students to spell in their letterboxes, walk around and make sure that
getting the correct spelling. If they have spelled a word incorrectly, say the word exactly as they have it spelled. Wait until every student has
correctly spelled each word before moving on to the next word. (3 phonemes: him, pick, wash, net, inch; 4 phonemes: hint, snip; 5 phonemes:
7. Take up Elkonin boxes and letters.
8. Hold up word poster. Ask students to read the words from the word poster as you point to each word.
9. Pass out
books. (Liz is
Six) Give booktalk.
“Liz gets a mitt for her birthday. She
plays baseball with a pig. Imagine that!
You’ll have to read the book
to hear all the baseball game.”
10. Have students read the book with a partner. One partner reads one page, and the other partner reads the next page, etc.
11. Take up all books.
12. Pass out primary paper and pencils.
13. “Now, you’re going to write a message. Here’s your topic: What is your favorite meal? Start writing.”
14. As students
are writing their message, call
one student at a time to come and read pseudowords.
Assess their understanding of /i/=i by
how many words they get correct. (sib, hin, pim, mir, bik, frip, slin)
(Icky Sticky Fingers - Molly McCormick)
Readers Short Vowels: Liz is Six.
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