The Icky Sticky Ice Cream
Cone
Beginning Reading Lesson
Rationale: In order for students to
be successful readers, it is important that they are phonemically aware. To be
phonemically aware, they must have an understanding of all of the short vowel
sounds. This lesson focuses on i = /i/ in spoken and written words. Students
will learn this sound by practicing it in fun tongue twisters, listening to it
in various words and by remembering a representative picture.
Materials:
-Tin Man Fix It
decodable book for each student
-poster of the "Sticky Icky I" picture (a kid
holding an ice cream cone with melted ice cream --on their hands
-Chart with tongue twister on it: "Iggy Inchworm
inches into an igloo."
-plastic letter tiles for each student: letters
-4 letter boxes for each student
-letters needed for each student: i, s, t, a, l,
c, k, d, g, r, d, n, p
-primary paper
-pencil
-assessment worksheet
Procedure:
1. "Good morning boys and girls. Lately we have
been talking about short vowels. Today we are going to learn about the vowel
i and how in some words i = /i/.
Let's look at our picture that is hanging up here on the board. What is this a
picture of? (someone holding an ice cream cone) That's right! This is a picture
of someone holding and ice cream cone, but it looks like their ice cream has
melted and has gotten all over their hands. Have you ever eaten an ice cream
cone and had it melt and run down onto your hands? I know I have and when that
happens I shake my hands and say "sticky-icky". Can you say that with me while
you shake your hands off? (Demonstrate for the students how to put out your
hands and shake.) Good. Now let's try it again but this time I want us to
stretch out the /i/ sound when we hear it. Let me show you.
Stiiiiiiicky-iiiiiicky. Now you try with me. Good job!
2.Now let's look at this tongue twister that is
written on the poster. I will read it once and then I want you to try. "Iggy
Inchworm inches into an igloo." Now you try it. (give students time to respond).
Good. Now I want you to read it again with me and everytime you hear the /i/
sound I want you to stretch it out like we did with "stiiiiicky-iiiicky". "Iiiiiigy
iiiinchworm iiiiinches iiiiinto an iiiiiigloo." Wow you guys did great!
3.Now we are going to listen to different words
and see if we can find the /i/ sound. I will say two words and I would like you
to tell me which one has the /i/ sound in it. I will model one first. The two
words are sick and
stuck. When I say the word
sick I hear s-iiiiii-ck. When I say
the word stuck I hear s-t-uuu-ck. I
hear /i/ in sick. Now I am going to
let you all do a few. When you hear the /i/ sound I want you to shake your hands
out in front of you. Do you hear the /i/ sound in
seat or
sit? (sit) What about in the words
dig or
rug? (dig). How about in
his or
hers? (his). Good job. I like how you
all used your sticky-icky hands to pick out the /i/ sound.
4.Now we are all going to use our letterboxes to
practice how to spell words using the /i/ sound. I will pass out four
letterboxes to each student along with plastic letter tiles. I am going to
demonstrate how to spell a word using our letter boxes. Remember that each sound
that you say represents a different box. The first word that I am going to spell
is fish. First, I am going to stretch
the word out so I will know how many letter boxes I will need. FFFF iiiii shhhh.
Okay, I counted three different sounds so I will need three letterboxes. The
first sound I heard was ffff, and I
know that f makes the
ffff sound so I am going to put
f in the first box. Then I heard the
sound /i/. I remember from our lesson today that i = /i/ so I am going to put
i in the second box. So far I have
fff-iii, next is the
shhhhh sound.
Sh makes the
shhh sound, so I am going to put
sh in the last box. Now let's read
what we have in our boxes. fff-iii-shh,
fish.
5.After modeling how to spell a word that
contains the "short i" sound, we will
do a group lesson with the whole class. It is important to have review words in
the list also to make sure that the students are actually decoding words and not
just memorizing them. Letterbox lesson words: 2-(is,
it, at) 3- (lick, sad, sit) 4-(grid,
skin, snip, list)
letters needed: i, s, t, a, l, c,
k, d, g, r, d, n, p
|
flip
drift
clip
pit
big |
6.I am going to show you a list of words and I
want you to read them out to me. This is going to give us some practice before
we read our book.
7.Now I want everyone to get our their book
Tin Man Fix It. This book is on the letter
i just like we have been working on. Give a book talk before the children
read the book. "One day a young boy
and his friend are working outside in the garden when a kid named Sid rushes by
on his skateboard, knocking into Tin Man.
Tin Man breaks into a bunch of little pieces. Do you think the Tin Man
Fix It will be able to put himself back together and finish his work outside?
Read the book to find out." The students will divide up into pairs and read to
each other. I will be walking around the room to ensure that each student is
reading.
8.Once the students finish reading the book with
their partner I will have them write a message. "Once you finish reading with
your partner I want you to write about your favorite thing to do when you are
with your friends."
9.To assess the students I will give them a
worksheet that provides a picture with scrambled letters out to the side. The
students will be instructed to unscramble the letters and spell the word of the
picture. They will turn this in at
the end of class.
References:
Drews, Julia. Sticky Icky Issues.
http://www.auburn.edu/academic/education/reading_genie/journeys/drewsbr.htm
Murray, Bruce. The Reading Genie.
http://www.auburn.edu/academic/education/reading_genie
Tin Man Fix It. Educational
Insights. 1990.
Williams, Lindsay. Don't Lick That Sticky Stuff!!
http://www.auburn.edu/academic/education/reading_genie/constr/williamslbr.html
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