Icky Sticky
Beginning Reading Lesson Design
Rationale: To
learn to read and spell words children need the alphabetic insight that
letters
stand for phonemes and spellings map out the phonemes in spoken
words. Of
all the phonemes, short vowels are probably the toughest to identify
and
read. This lesson will help children identify /i/ in written
words by
learning a meaningful representation and a letter symbol, and then
practice
reading /i/ in words.
Materials:
Primary paper and pencils for each child; letterboxes and letterbox
letters (i,
t, l, p, d, d, h, m, f, x, r,) for each child, chalkboard, chalk, Tin
Man
Fix-It books for each child, flannel board, flannel slime cutouts
Procedures:
(1)
Introduce the
lesson by explaining that our written language is a secret code.
The tricky
part is learning what letters stand for - the mouth moves we make as we
say
words. Words are made up of sounds that are represented by
different
letters. Today we are going to work on the short i as we read it
in many
different words.
(2) Ask students: Have you ever touched slime before? Have you ever
gotten it
on your hands? Your fingers get all sticky don’t they? An easy
way to
remember what the short i sounds like is to say “icky sticky”.
Icky
sticky begins with an /i/ sound. Let’s all say icky sticky two
times
(motioning with hand movements).
(3) Let’s see if we all remember how to write a capital I. As I
hand out
pieces of primary paper everybody put on their thinking cap of what a
capital I
looks like and what a little i looks like. O.K. raise your hand
if you
can tell me how to start a capital
(4) I am going to show you how to spell words using
letterboxes.
There is going to be a box for each different phoneme in a word.
If I
want to spell "mit" I am going to need three letter boxes because
there are three phonemes in the work “mit”. (Say "mit"
emphasizing each phoneme). Draw on the chalk board three boxes
and write
"m" in the first one, "i" in the second one, and
"t" in the last one. If I was going to spell out "sick"
I would still only need three phoneme boxes because there are still
only three
phonemes. Say "sick" emphasizing each phoneme. Draw on
the board three more boxes. The first box would have "s", the
second one would have "i" and the third one would have
"ck". Although "ck" has two letters it only makes one
sound.
(5) Everybody pull out their letterboxes as I pass out your
letters. We
are going to spell some words with /i/ in it. The first word has
2
phonemes in it so we need to have two boxes out. Everybody spell
“it”.
Can someone come and draw on the board what they have put in their
letterboxes
for “it”. (Have 2 boxes already drawn on the board for the child
to fill
in the letters). After writing the letters explain to the class
why you
put those letters. Continue the process with the words lip, did,
him,
fix, rip·.
(6) I am going to write some words on the board and I would like for
the class to
repeat what it says after I finish writing it. Write: it, lip,
did.
(7) In a little while we are going to read a story about a robot that
fixes
things. If you could have your own personal robot to help you do
something then what would it do? Everybody write on their primary
paper
about what their robot would do. I would like for your sentences
to
include at least one word with /i/ in it. (Allow children time to
write). Give children time to share what
they wrote
with the class.
(8) Now we are going to read Tin Man Fix-It. I would like
for
everyone to look for words with /i/ in it. As I call your name, I
would
like for you to read to the class the next sentence.
(9) For assessment play slime concentration. Have felt slime cut
out with
different /i/ words on the back. Place the slime on a flannel
board. Divide the class into two teams. Students must
pronounce
each /i/ word that they turn over correctly.
References:
Mary Rouse. Icky
Sticky. http://www.auburn.edu/academic/education/reading_genie/insights/rousebr.html
(1990). Phonics
Reader Short Vowel Tin Man Fix-It.
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