Icky Sticky and Itty Bitty
Beginning readers need to develop skills to decode unfamiliar words; therefore, they must understand when they make a sound it is called a phoneme. Along with this, they need to be able to understand the relationship between letters and phonemes. Short vowels are some of the first correspondences that students need to learn so today we are gong to learn the correspondence i = /i/. We will do this by learning a meaningful representation of the /i/ sound, by recognizing it in spoken words, by spelling words with /i/ in them in a letterbox lesson, and by recognizing /i/ words in the text.
Letterboxes for each student
Decodable book Liz is Six for each student
Letter manipulative including letters: b, i, g, c, a, n, r, h, s, t, k, e, o
Icky sticky picture to hang on board from reading genie site
Worksheet with pictures of a pig, ditch, dog, tree, cake with six candles, igloo and horse
1. Introduce the lesson by explaining why it is important to learn that a letter represents a sound. Today we are going to learn about the i=/i/. WE all ready know about the a and e so we will review them at the end of the lesson as well. It is important to learn this so we can recognize this sound in words. We will also make words that have this sound. We want to learn this sound so that when we hear it will be able to write it as well.
2. Ask students to take out primary writing paper. Review how to make the letter i. To make the letter i, we want to draw a straight line starting at the fence and touching the sidewalk. Now, we need to make a dot between the fence and rooftop right above the line. Next, instruct students to practice writing the letter i on their own. Each time you make a letter make the iii sound aloud.
3. Place the large icky sticky picture from the reading genie website on the board. Ask students what the picture is of? Tell them that it is a picture of something icky sticky. Tell students to do their hands to show icky stick and say iiiicky stiiicky while doing the hand motion. As I say some words do your hands if you hear the iii sound: big, can, rich, stick, set, top, and ditch. Congratulate students and tell them that the icky sticky is becoming sticky in their brains.
4. Have the children get out their letterboxes and letters: b, I, g, c, a, n, r, h, s, t, k, e, o. Use the overhead projector to do the lesson with their children. Explain to children that now we are going to work on spelling words that have the /i/ sound. First, we will need three letterboxes to spell the first word big. The first sound I hear in big is the /b/ sound so I am going to place a b in the first box. Now I hear iii like icky sticky, so I will put an I in the second box. The last sound that is in big is the /g/. We will put a g in the last box. Look around at the children‰¥ús desks to check answers before putting it on the overhead. Continue with three letterboxes and spell can, rich, set and top. With four letterboxes spell stick, and spit. Tell students that they are doing good spelling so many words while writing them on the board. Now read the words together as a class.
5. Pass out a copy of Liz is Six to each student. To engage students introduce the book as a book about a girl named Liz who is turning six years old. We will read the book to find out what happens on her birthday. Have students read book silently. When students are finished tell them to think of words in the book that have the /i/ sound. Call on students to share the words they found and write them on the board.
6. To assess children, pass out sheet with all the pictures. Have students circle the pictures with the /i/ sound. To assess their reading, have them come to your desk one by one and read two pages of the book to assess miscues.
Liz is Six decodable book
William‰¥ús AHH! The Baby is Crying! AHH!
Icky Sticky Fingers.