Icky
Insect Is In Icky Sticky Ink
Beginning
Teaching
Decoding with Short Vowels
I. Rationale:
In order for children to learn how to read, they must be able to
identify
letters and the sounds the letter make. The letter-sound
correspondence
is the basis of reading. In thus, it is so important for teachers
to go
over each letters of the alphabet to clarify the tricky letters and
acknowledge
the short vowel sounds. Short Vowels are the trickiest and harder
letters
to identify in reading so I think this lesson will help differentiate
the
sounds in the read words. This lesson will focus on the
i = /i/,
words that
are spelled with it, the ability to identify it in print and
phonemes. My
objective is to make sure that each student is able to pick out the
short
“i” sound in a spoken word as well as be
able to read the short “i” sound in whole
texts readings. To move forward in reading, the children must
accomplish
the phoneme/grapheme of i = /i/.
II. Materials
1. Whiteboard and
Marker
2. Letterbox (LB)
set:
letters and boxes for phonemes
3. A copy of Tin
Man Fix It
for each student
4. Primary Paper
for each
student
5. Pencils for
each student
6. List of Pseudowords:
Ex: rit, mip,
lig, gif, tig,
sil, wiv, gip
III. Procedures:
Explain Why: “Today we are
going to
talk about the short i. Can
anyone let
me know what sound the short i?” I
will
be making sure that the students can hear the sound the short i makes, rather I or another student provide the
sound. “The letter i is in a group
with
four other special alphabets can you tell me what the group of letters
are
called?” “Correct! They are called vowels.”
“Can anyone tell me why vowels are important?" “Great!
Every word needs a vowel to help pronounce the word correctly, but
vowels can
be tricky. They can make at least two very different sounds, but
today we
will only go over one and that is the sound the short i
makes.”
Review: Let’s go
over
what we have learned so far about the short i.
We will not review each of the correspondences that we have talked
about in the
past, but we will review the short e and short a. What sounds do
the
short a and short e make?
I will
wait for the children to respond and I will reply by asking them to
give me a
word that contains these short vowels sounds.
Explain How: “Today we will
talk
about the sound of the short i. We
will find ways to help us remember the sound, spell words that have
this sound
and the other short vowel sounds that we have just
discussed. When
we are finished, we will read a story that has plenty of short i words.”
Model: “Let me
tell you
a way, I remember what the short i
says. If I
get glue or something sticky on my fingers, I shake them and say icky
sticky. I
need for everyone shake their hand as if you had something sticky and
icky on
them. Great! Now everyone say ‘icky sticky’ with me as
we do it together!” “Awesome!”
I will proceed to the whiteboard to write the tongue twister on the
board so
that everyone may see it. “Our tongue twister for today is
‘Icky Insect Is in Icky Sticky Ink.’ Now I need for everyone
to read the tongue twister with me. Great! Is there any
short i sounds in this tongue
twister? “Let’s
read the tongue twister again and every time you hear the short i sound, I want you to shake your hands the way
we did a
moment ago as if something sticky were on them, I want you to drag the
short i sound out during your
shaking. Let’s do
it!” ‘Iiiicky Iiiinsect iiiis
iiiin Iiiicky Stiiicky Iiiink.’
“Great job!” “Let’s do this
a couple more times” We would do this several times until I am
sure
that each of the students is doing the activity, after the fourth time,
I will
have each student copy the sentence and circle the short i
sound on there paper. After having the children write the words,
I will
model saying each word by dragging out the short i
sound in each word. This will be a more formal way to see if
everyone
grasped the idea of the short i.
Simple Practice: “Now that we are
finished
with the tongue twister we will work with our letter boxes.”
“Everyone lay the letters out so that you
can
see all of your letter, make sure that the letters are on the side with
the
lower case letters.” Each child will be able to on their own, but
the children will be paired up due to the limited amount of letters and
for
peer help. I will have six different color construction paper
taped to
the white board so that the children can see my letters and my letter
box. The letters will in the same shape of the students’ letters,
only bigger and on white copy paper. “Does everyone remember how
to
use the letterboxes? We want to put only one sound in each
box.
Sometimes two letters make one sound, and for that we will put both
letters
into the same box. The first word is ‘it,’ so for this word
we only need two boxes out.” I would continue the letterbox
activity, guiding the students, walking around and making sure that
each
student is spelling the word correctly. I would also spell the
words on the
board after the students have had the opportunity to put the phonemes
into
their boxes. There will be other words used for two and three phonemes:
in
and at. It is important to mix in the short e and
the short
a, because we used these short vowel sounds to help introduce
the short i and because they are already
familiar with these short
vowel sounds. This can also help to make sure the children are
able to
differentiate between the sounds and not assume that we are only using
the
short i. For three
phonemes: sit,
red, bag and lick. For four phonemes: flip,
brick and snack. For five phonemes: blink, slept, crisp,
string.
And for six phonemes: strand. The children will read these words
after
placing the phonemes into each letter box.
Whole Texts: The
students will still
be in their pairs and only one will have a copy of the book Tin Man
Fix It.
After one student finish reading the book, the other one will have the
opportunity to read the book. BookTalk:
In this book, Jim and the Tin Man are preparing a garden and then down
the hill
come the big kid Sid on a skateboard. He is headed right for the
garden. What will happen next? You must read to find out.
I
will go around the room and listen to the students read to their
partners and
make notes on each student to pick up any missing
correspondences. I will
have only two groups reading at a time to make sure that I have the
opportunity
to get a running record on each student. The other students will
be
making words with the letters that are at there desk in the letterboxes
using
the learned correspondence and the correspondences previously
learned.
This will continue until, I have heard everyone read. I do not
want the
students to read out loud for the entire class to hear, because not all
children
are going to read at the same paste and I don’t want the children to be
afraid of others picking at them and their progress.
Assessments: The running record will act as the
assessment.
Notating and planning on each child’s reading will is a great way to
see
if the children grasped the concept of short i
and
they remember the short a and short e. I will also have the
children read
the pseudowords made: rit,
mip, lig,
sil, gif, wiv,
tig, gip. To
monitor and further
assess the children’s need and strengthen their weakness in learning a
new correspondence.
IV. Reference
Nick’s Icky Sticky
Fingers by: Erin Carey
http://www.auburn.edu/rdggenie/guides/careybr.html
Icky Fingers by: Jenni Anderson
http://www.auburn.edu/rdggenie/guides/andersonbr.html
It’s Incrediable
Isn’t It by Rebecca Smith
http://www.auburn.edu/academic/education/reading_genie/connect/smithbr.html
Cushman, Sheila.
Tin
Man Fix It Educational Insights, 1990.
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