The Silly Icky Pig
Beginning
Reading Lesson
Rationale:
In order for students to become
successful readers, they need to understand that each letter in the
alphabet
represents different sounds. Short vowels are often difficult to
recognize
because the sound, often times, does not look like the letter. This
lesson will
help beginning readers learn the correspondence i=/i/.
Students will learn to spell, read, and recognize spoken
and written words with the /i/ sound. They will read a decodable book
and
participate in a letterbox lesson.
Materials:
Paper
with tongue
twister (‘Izzy the silly icky pig was digging in the mud.’)
Overhead
projector
Icky
sticky glue
picture
3
Note cards (each card
will have 1 word written on it; the words are fix, bed, tip)
One
Fish,
Two Fish Red Fish, Blue Fish
by: Dr Suess (year: 1960; publisher: Random House)
Letterboxes
for each
student and teacher (needs to be able to spell 2,3,4 phoneme words)
Lowercase
letter tiles
for each student and teacher (c,i,a,t,l,p,b,e,d,s,h,d,r,n,k)
Sheet
of paper with
words on it (the words are cat, it, lip, bed, sit, hid, drink, spill,
trick)
Liz
is Six
by: Sheila Cushman. (year:1990; publisher:
Educational Insights)
Clipboard
with paper
and pencil for teacher to write miscue notes
Primary
paper for each
student
Pencil
for each student
Worksheet
from
enchantedlearning.com for each student (URL in references)
Procedure:
1.
Has anyone ever had
something that is icky sticky on your hands? Maybe like some ice cream
or glue?
Well, I have! Once, I stuck my hand in ice cream and I immediately
lifted my
hand, (demonstrating) and I started slinging my hand and said
‘iiiiiiii’! Well,
that is the sound that we are going to work on today. Who can tell me
what
letter makes the sound /i/? That is correct, the letter i makes
the /i/ sound. So, what sound does the letter i make?
Can everyone say /i/ for me? Notice,
when you say the /i/ sound, your mouth is open and your tongue is
slightly
lowered. /Iiiiiii/. I will place the picture of icky sticky glue on the
overhead projector. Now, lets all pretend that we have something really
sticky
on our hands like I did when I stuck my hand in ice cream. Everyone
sling their
hands and say ICKY STICKY! That was great, now let’s try stretching out
the /i/
sound, like this iiiiicky stiiiiicky. Now, join in with me stretching
the /i/
sound and don’t forget to use your hands, iiiiicky stiiiicky.
2.
When I say the /i/
my mouth is open, and my tongue is lowered and out of my mouth. Let me show you how to find /i/ in the word, pin. I'm going to stretch pin out
in slow motion and listen for my icky sticky cue.
Pppp-i-i-inn.
Slower: Pppp-iiiii-nnnnn. There it was! My mouth is open and my
tongue is
out! I can hear the icky sticky in ppp-iiiii-nnn. Pin.
3.
Next, I will show
the tongue twister on the overhead projector. I am going to read this
silly
sentence to you and then I want you to read it after me. I will first
read the
sentence and then allow the students to read it back to me. Izzy the
silly icky
pig was digging in the mud. Your turn. Now, I’m going to read the
sentence
again stretching out the /i/ sound. I’m going to watch and feel when my
mouth
is open and my tongue is slightly lowered and out of my mouth. IIIIzzy
the siiilly
iiiicky piiiig was diiiigging iiiin the mud. Now, it’s your turn; don’t
forget
to do the icky sticky hand motion when you hear the /i/ sound. Go:
IIIIzzy the
siiilly iiicky piiig was diiigging iiiin the mud.
4.
Everyone did an
excellent job reading that sentence. Now, let’s use what you just
learned and
play a game. I am going to show you a card on the overhead projector. I
will
read the word and if you hear the /i/ sound I want you to do the icky
sticky
hand movement. But if you don’t hear the /i/ sound, give me thumbs
down. I will
begin with putting the card with the word tip
on the overhead projector. This word it tip.
I see lots of icky sticky movements. Good job. This word is fix.
Excellent! You hear the /i/ sound
in the middle of the word. Let’s all read it together, fiiix, fix."This
is
the word bed. Excellent, everyone is
giving me thumbs down because there isn’t the /i/ sound in bed. What
sound do
we hear in the middle of bed? Yes, we hear the /e/sound. Now, I am
going to say
2 words and I want you to tell me which word has the /i/ sound. Lip or nose; win or loose; fish or ape. That was great, you hear the /i/ sound in lip, win, and fish!
5.
Okay, so we are now
going to begin our letterbox lesson. I’m each to give each students
some lowercase
tiles and letterbox boxes. I will model how to spell the word, mix
using the letterbox
boxes and the letter tiles. I will model this on the overhead projector
so
everyone can see. Before I tell you the word, I will tell you how many
boxes
you will need to spell the word. So, the first word I am going to spell
needs
three letterboxes. That means there are three sounds in my word. This
also
means that our mouth is only going to move three times when we say this
word.
The word is…..mix. Mix, miiiix, well
I know that /i/ is in the middle so I am going to place an i
in the middle box. Then I think about the beginning sound, mmmm,
and I know that the letter m says the
mmmm sound. So, the first letter is m.
I have mmmmiiiiii… now I need the last sound /x/ so we need to put the
letter x in the last letterbox. I will answer
any questions that the students have about spelling a word. Now it is
your
turn. I will give each student one word at a time. The students will
use their letterboxes
and letter tiles to spell the words. I will walk around the room and
monitor
the students and help them if needed. Words for the letterbox lesson:
(2) it;
(3) cat, lip, bed, sit, hid; (4) drink, spill, trick.
6.
Now, I will write
the words on a sheet of paper and place the words on the overhead
projector.
The students will read the words aloud. If a child cannot read a word,
I will
use body-coda blending to facilitate reading. I will start with the
vowel /i/
and then add the letter that corresponds with the phoneme from left to
right.
7.
I will introduce the
decodable book: Liz is Six by Sheila Cushman. We are going to
read, Liz
is Six. This is a story about a girl that has a wonderful sixth
birthday.
Liz loves baseball and gets a baseball mitt for her birthday. Liz and
her
friend, Pig starts an intense baseball game. Pig is up first and Pig
gets a
great big hit…. Let’s read the rest of the book to see what happens
during the
rest of the baseball game. The students will break up into groups and
read the
book. They will take turns reading aloud to each other as I walk around
the room
and listen and take miscue notes.
8.
Students will write a
short note (2-3 sentences) about their favorite birthday gift that they
have received!
The students will use primary paper and invented spelling to write
their
message.
9.
I will read Dr Seuss’
One Fish, Two Fish Red Fish, Blue Fish aloud to the students.
Every time
you hear the /i/ sound, make the icky sticky hand gesture. Good, then
everyone
need to focus really hard so you make sure you don’t miss any /i/
sounds when I
am reading.
Assessment:
As
I go around the
classroom hearing the students read to each other, I will listen and
note
miscues of each students reading. Also, I will give the students a
worksheet from
enchantedlearning.com with some pictures on it. At the top, each
picture will
have 3 words listed beside it. One of the words will be what the
picture is.
The student will have to circle the word that the picture is showing.
Then, I
will read a couple words to each student one on one. They will tell me
which
word has the /i/ sound.
References:
Brock,
Sara Jane. "Eeeehhh, What Did You Say?" http://www.auburn.edu/academic/education/reading_genie/voyages/brockbr.html
Collins,
Virginia. "Icky,
Icky i." http://www.auburn.edu/academic/education/reading_genie/voyages/collinsbr.html
Cushman,
Sheila. Liz
is Six. (1990). Ed. Pat Millie. Carson, CA: Educational
Insights.
Dr.
Suess. (1960) One
Fish, Two Fish, Red Fish, Blue Fish. Publisher: Random House
Enchanted
Learning. "Multiple
Choice Spelling - Short I Words Worksheet" from http://www.enchantedlearning.com/alphabet/mcwords/shorti/
Hummer,
Melanie. "Mouth Moves and Gestures for Phonemes." http://www.auburn.edu/academic/education/reading_genie/mouthmoves.html
Murray,
Bruce. "Brush
your Teeth with F." http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
Murray,
B.A. & Lesniak, T (1999). The
Letterbox Lesson: A hands-on approach for teaching decoding.
The
Reading Teacher, 52, 644-650.
Murray, Bruce.
"Letterbox Lesson"
Picture
of
Icky Sticky i.
http://www.auburn.edu/academic/education/reading_genie/phonpics.html