Beginning Reading
Iiiicky Stiiicky Fingers!
Beginning Reading
Rationale: For students to learn words, they need to learn that each letter that makes up a word has a sound. They also need to realize and learn that when those sounds are put together they make words. Short vowels are often harder to the students to see and say their sound. This lesson will help students to identify /i/ (short i). The students will learn this sound by seeing it in words, reciting it to the teacher, and by learning a meaningful representation and letter symbol.
Materials:
Picture of Icky Sticky lady
Elkonian Boxes (enough for class)
Letter tiles (b, c, g, h, i, k, l, m, n, o, p, p, r, s, t, w- enough for class)
Dry Erase Board
Dry Erase Marker
Pencils
Primary Paper
Liz is Six
(enough copies for class)
Notecards (mid,
lib, dif, gip)
Procedure:
1.
Introduce the lesson by explaining to the students that they are going to
learn about the letter i and the
sound it makes. "We see and hear
the sound i everyday.
Can everyone say the i sound
with me?" Allow the students to say
it with me. "Do you hear the
i in biiiig?
Can you tell me another word that has the /i/ sound in it?
Great job!"
2. Ask the students,"Has
anyone every gotten their hands sticky before?
Maybe after eating a popsicle or a piece of candy?
Me too! This is a picture of
a girl who has sticky hands and she is saying, "Iiiiicky, stiiiicky!"
The letter i makes the /i/ sound like we hear when we say iiiicky
stiiiicky. You say the /i/ sound by
having your mouth open and pulling your lips apart.
Can you all repeat the /i/ sound with me while making icky sticky
fingers? Let's say
i say /i/ with iiiicky stiiicky
fingers. Ready?
'I say /i/ with iiicky stiiicky fingers!'
Well done!"
3.
"Many words have the /i/ sound in them.
I'm going to tell you a tongue twister.
Listen to me say it first.
Once I say it, we will all say it together and make our sticky fingers when we
hear the /i/ sound." Say, "The
important Indian was ill inside the igloo."
Now say it with me using your icky sticky fingers.
"The important Indian was ill inside the igloo.
Do you hear the /i/ sound?
Let me see if you can do use your icky sticky fingers by yourselves.
Ready? The important Indian
was ill inside the igloo. Great
job!"
4.
"Now we are going to practice finding the /i/ sound in spoken words.
I'm going to say two words and you are going to tell me which word has
the /i/ sound. For example, I say
do you hear /i/ in brick or
stone?
You would answer brick. Are
you ready? Do you hear /i/ in
boat or
ship?
Good, you hear /i/ in ship.
Sit or stand? Yes, you hear /i/ in
sit.
Dog or
pig?
You hear /i/ in pig.
Lift or
drop?
Good job. You hear /i/ in
lift.
5.
Now pass out the Elkonin boxes and the letters to each student.
In front of the class, model how to use the boxes for the students.
First tell them, "Each box stands for a sound that we hear in spoken
language not necessarily a single letter".
Model for the students how to spell it.
If a word only has two sounds in it, then I will only use two boxes.
Demonstrate the word in.
"The word in has two sounds: iiiii and nnnnn".
Show the students that you would place the
i in the first box and the n in the
second box. "Remember, when you are
trying to decide how many sounds a word has, remember to stretch out the word
and listen carefully to the sounds".
6.
Give the students one word at a time to spell.
While they are spelling the words, the teacher should be walking around
the room observing the student's work and understanding.
If a student spells a word incorrectly, read the word to them in the way
they have the word spelled and have them try it again.
LBL word list: 2 phonemes-
[it], 3 phonemes- [him, pop, win, sip], 4 phonemes- [brick, grip, slim], 5-
[print]
7.
After completing the lesson, take up all the materials.
Using the dry-erase board, write each letterbox word on the board one at
time to have the students read the word.
Start with the two phoneme words and go up to the five phoneme word.
If students have trouble with a word, cover up part of the word and model
for the class how to blend the sounds together to form the word.
8.
Now, pass out the book Liz is Six.
Say, "Today we are going to be reading a book called
Liz is Six.
This book is about a little girl who has a birthday.
For her birthday, she gets a baseball mitt and decides to play baseball
with her friends. A pig is up to
bat first. Can you imagine playing baseball with a pig??
I sure haven't! To find out
what happens when the pig is up to bat, you'll have to read the story.
I want all of you to whisper read the story to yourself.
If you have trouble, try using your cover-up critter to help".
As the students are reading, walk around the room to observe.
9.
After the students finish reading, say, "Since you just read about Liz
and one of her favorite birthday presents, I want you to get out a piece of
primary paper and write me a message telling me the best present you ever got on
your birthday".
10.
Assessment: As the
students are writing their message, call them over one at a time to read a list
of psuedowords. Say, "I want you to
read these words to me. They are
silly, made up words but I want you to try and say them out loud to me.
Ready?" Give them the words
mid,
lib,
dif,
gip.
Assess how well the students could pronounce the pseudowords to judge if
they understand that i makes the /i/ sound.
Phoneme Picture:
http://www.auburn.edu/academic/education/reading_genie/phonpics.html
Lesson referenced:
Icky Sticky Ink by Courtney
Nims
http://www.auburn.edu/academic/education/reading_genie/voyages/nimsbr.html
Icky!
Sticky! By Bailey Taylor
http://www.auburn.edu/academic/education/reading_genie/caravans/taylorbr.htm
Phonics Readers
Short Vowels: Liz Is Six.
(1990). Carson, CA (USA), St Albans, Herts. (UK): Educational Insights.