Izzy’s
Icky Sticky Hands
by
Rationale. Students
will learn the phoneme /i/ that is represented by the grapheme i. In order to become successful
readers, students need to become phonemically aware.
This lesson focuses on the phoneme /i/ and
incorporates useful techniques that will help the student to remember
the
connection between the grapheme and the phoneme.
Materials.
-Phoneme
picture of /i/ = icky sticky
-Chart
paper with the tongue twister “Izzy’s icky iguana is still ill.”
-Letter
tiles (per student) {a, b, c (2), e, f, h, i, k l, n, p, s, t}
*One set at teacher's
desk {b,
f, g, i, k, l, p, s, t}
-Letter
boxes (per student and one for teacher's desk)
-Chart
paper with letterbox lesson words printed on it
-Chart
paper with pseudowords printed on it
-Cover
up critters (popsicle sticks with googley-eyes)
-Copies
of Tin Man Fix It or other decodable
book featuring the phoneme /i/ (one per
two students)
-Primary
writing paper
-Paper
with big, slit, flip,
and split printed on it.
Procedures.
1.We are
going to learn the letter i. The
letter i makes this sound /i/. Can
you say /i/? /i/.
Notice
how your mouth feels when you say /i/.
When I see i, I think of
icky sticky (shake your hands in front of you like you
have something sticky on them). Have
you ever had something sticky on your
hands like that? Show me how you can
shake your hands icky sticky. Show
phoneme picture and keep out the duration of the lesson.
Explain that they can look to it to remember
that i says /i/. Today
we are going to read and
write with the letter i.
2.Show
the tongue twister written on chart paper.
Let’s begin by saying this silly
tongue twister. “Izzy’s icky iguana
is still ill.” Did you hear /i/? Now let’s say it again, but
let’s stretch out
the /i/ sounds we hear. “Iiiizzy’s
iiiicky iiiiguana iiiis stiiiill
iiiill.” Let’s say it once
more, and we’ll stretch out the /i/ sounds and do the
icky sticky hand motion
every time we hear /i/. “Iiiizzy’s
iiiicky iiiiguana iiiis
stiiiill iiiill.” Repeat a couple of
times.
3.Now
let’s listen for the sound /i/ in some words. I am going to say two words and you listen
for /i/. Listen for /i/ in fish or bass. Shake your
hands icky sticky if you hear /i/ in
fish. Bass? Repeat
with (sit, set); (pick, plant);
(jump, skip); (flip; toss).
4.Hand
out letterboxes and letter tiles to each student. We are
going to spell words inside these boxes.
We will put one sound in each box.
For example, if I told you to spell the word kick, kkkk-iiii-kkkk…” and model how students
will put k in the first box, i in
the second box, and ck in the third box.
Be sure to point out that they will only have
the number of boxes showing for the number of phonemes in a word. Now
it’s your turn!
5.Some
words I ask you to spell will have /i/
in them, but others may have /a/ or /e/ so you’ll have to listen carefully.
What letter says /a/ as in cat?
What letter says /e/ as in pet? Ask
students to spell the following words: 2
phonemes: {in, at}; 3 phonemes: {kit, fin,
set, lit, big}; 4 phonemes: {still, clap, click}. Letters
needed: a, b, c(2), e, f, h, I, k, l,
n, p, s, and t. Provide a sentence with
each word. Say words slowly, carefully
enunciating the phonemes. Monitor
students’ progress. Do not go on to the
next word until all students have successfully spelled the word. If a student misspells the word, read the
word that they have written and see if they are able to correct their
mistake. If they cannot, the correct
spelling may be given. If a student
represents all of the phonemes but does not spell it correctly, praise
them for
their achievement then show them the correct spelling.
6.When
students have completed spelling, take up the letter tiles and boxes. Now
let’s read the words that we spelled. I
will point to the words on the poster, and you read the aloud together. Monitor students by listening and
watching for those who stumble over these words. You
may ask them to read the words two times
through.
7.Sometimes
we come across words we don’t
know. Let’s look at this word. Uncover first pseudoword slif.
Model how to read slif by
covering up the –if and sounding out
/sl/ then adding the /if/ and blending them together.
Practice with other pseudowords: frip,
strib, chilp, hish. If you
come across a word you don’t know when you are reading your book, be
sure to
use your cover up critter to help you.
8.Hand
out the books Tin Man Fix It. This is
a book about a tin man who is Jim’s really good friend.
They have a lot of fun together, but one day
he gets broken! Do you think Jim will be
able to fix him? Let’s read with a
partner to find out. Students will
get a buddy and read one page at a time aloud.
They will then switch and read the alternate pages.
Walk around and monitor students reading
during this. Talk about the story when
all the students have finished.
9.Now we
are going to write about anything
that we want! You can tell me about what
you did last weekend, about your pets, or about anything that you want. Pick up books and pass out paper. Students should write at least three
sentences.
10.While
students are writing, call them up to your desk for an individual
assessment. Have a letter box set up
with letter tiles at your desk. Have
them spell the following words: (3)big,
(4) slick, (4)flip, (5)split. Phonemes
in parentheses. Hand student the sheet
to have them read them.
References.
*Dyess,
Trinity L. Reading Genie. http://www.auburn.edu/academic/education/reading_genie/odysseys/dyessbr.html
*Wilson,
Barbie. Reading Genie.
http://www.auburn.edu/academic/education/reading_genie/passages/wilsonbr.html
*Murray,
B. A., & Lesniak, T. (1999). The letterbox lesson: A hands-on
approach for
teaching decoding. The Reading Teacher, 52, 644- 650.