Icky Icky Mud
Beginning
Reading
Rationale: This lesson will help children recognize the
phoneme /i/ that is represented by I.
By learning a physical representation
(motioning with your hands in a waving fashion pushing away from body)
and associating
it with the symbol I, children will
be able to identify /i/ in spoken and written words and along with
practicing
finding /i/ in words.
Materials: Primary handwriting paper and a pencil with
an eraser; My Icky Picky Sister by Beth Hazel(1984); letterboxes: A set of 2, 3, 4, and 5 for each
student and
teacher; letterbox letters for each student and teacher: i (2), s, t, f, a, n, b (2), k,
l
(2), e, d, r, h, p, m; poster with
tongue twister: "Picky Micky hates the icky sticky mud "; picture of
"icky sticky mud" with hand motion description; worksheet with
pictures for assessment (pictures of two choices, which picture do you
hear
i=/i/? (pig or horse? Spill or drop? Cook or grill? Stick or
smell?)
Procedures:
1.We will warm up by reviewing phonemes and graphemes they already
know.
"Who all remembers what sound the letter f makes?
Remember f says /f/. Can someone give me some words
that start with /f/? Great job! What sound does the letter k
make?
Excellent! Can someone give me some
words that begin with the letter k? Continue discussing both
the
grapheme and the phoneme and ask students to think of words that use
that
phoneme.
2. Next I will hold up the poster of the tongue
twister. “Everyone see if you can repeat this tongue twister after me:
Picky
Micky hates the icky sticky mud. Good
Job! Now that you heard me say it get
your icky hands ready and lets try and say the tongue twister and do
our icky
hands every time we hear /i/. Piiiiicky Miiiicky hates iiiiicky
stiiiiiicky
mud. Good job."
3. Now model to the students how to listen for
/i/ in words and choose the correct word. “Do I hear /i/ in wig
or dog? While icky hand motion... I hear
/i/ in wig. Do I hear /i/ in hot
or hit? /i/(icky hands)... hit. Now you try. Do you
hear /i/ in igloo
or bear? Do you hear /i/ in Nick or Bob?”
Hand out letterbox tiles and have
students turn them over to the lowercase side. Now I want everyone
watch me as
I model how to use our letterboxes. For
this word, I am going to need three letterboxes because there are three
sounds
in my word. That means that our mouths are only going to move three
times when
we say this word. The word is…fit.
The
f says /f/ so we need to put the letter f
in our first letterbox.
The
second sound is /i/ so we need to put the
letter i in
the second letterbox.
The
last sound is /t/ so
we need to put the letter x in the
last letterbox.
Now
it is your turn. The
students will begin by reading each word and then spelling it.
Words:
(2) is, it (3) bat, fix, sit, tin,
lip, kit (4) fled, mist, spill, grit (5) thrift, twist, split.
The student
will use their letterboxes and letter tiles to spell the words. I will
monitor
the students and help them if needed.
4. At last we will read My Icky Picky Sister. "Now we are going to read My Icky
Picky Sister and I want you to have your icky hands ready so when
you hear
the /i/ you can make your icky hands.” “My
Icky Picky is about two sisters who did not get along.
One is nice and one is mean. What
do you think is going to happen? We will
have to read to find out.”
5.
Finally, we are going to write a message to each other about
what our favorite game. I remind them how to write an /i/ and
have them
write a couple of words for them to practice. They may use invented
spelling
when writing.
6. Pass out a worksheet to each child for
assessment. Let the children read the
words out loud then find and circle the picture if they hear /i/.
References:
Clark,
Amber. “Eddie The Elephant”
http://www.auburn.edu/academic/education/reading_genie/sightings/clarkbr.html
Hazel,
Beth. My Icky Picky Sister. Pages Publishing Group. 1984.
Murray,
B.A. & Lesniak,
T (1999). The Letterbox Lesson: A hands-on approach for teaching
decoding.