Emergent Literacy Design: Get icky sticky with /i/
Rationale:
This lesson will help children identify the phoneme /i/
in both written and spoken words. Students will learn to recognize /i/
in spoken words by learning a meaningful
representation (hand gesture--icky
sticky!) and practice finding /i/ in words.
Materials:
Primary paper and pencil; chart with "The important Indian was ill with injuries inside the igloo."; drawing paper and crayons; Pig in a Bag
by Geri Murray
(http://www.auburn.edu/academic/education/reading_genie/pig/pigcover.html);
word cards with IN,
DIG, FIX, MINT,
FRILL; assessment worksheet identifying pictures with /i/ (URL
below).
Procedures: 1. Say: 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. Today
we're going to work on spotting the mouth move /i/.
We spell /i/ with letter I.
I in this case makes a sound like "icky sticky" on our
fingers!
2. Let's pretend to shake the icky sticky off of our
fingers!
/i/cky st/i/cky!, /i/cky st/i/cky! Notice what your mouth does
when we make the /i/ sound. Your mouth is open and does not touch each
other. Your tongue stays still.
3. Let me show you how to find /i/ in the word lift.
I'm going to stretch lift out in super slow motion and
listen for icky sticky sounds.
Lll-i-i-ift. Slower:
Lll-i-i-i-fff-t
There it was! My mouth stayed open and my
tongue didn't move for the /i/ part!
4. Let's try a tongue twister [on chart]. "The important Indian was ill with injuries inside the igloo." Everybody say it three times together. Now say it again,
and this time, stretch the /i/ in each of the words. " The iiiiiiii-mportant Iiiiii-ndian was iiiii-ll with
iiiiii-njuries iiiiii-nside the iiiii-gloo" Try
it again, and this time break it off the word: "The
/i/mportant /i/ndian was /i/ll with /i/njuries /i/nside the /i/gloo."
5. [Have students take out primary paper and pencil]. We
use letter I to spell /i/.
Capital I looks like a tall skinny indian.
Let's write the lowercase letter i. Go down from the
fence and give him a feather. I want to
see everybody's i. After I put a smile on it, I want you to
make nine more just like it.
6. Call on students to answer and tell how they knew: Do
you hear /i/ in fun or
fin?
big or small? in or out? Lift
or drop?
Stiff or sore? Say: Let's see if you can spot the /i/
sound in some words. Do the "icky sticky" fingers if you hear it. Big,
Tree, Window, Flower, Bug, Insect, Spider, Flick, Tack.
7. Say: "Let's look at a story about a boy that gets a
pig for a birthday present. Some crazy things happen and the pig
escapes! We need to read to find out what happens!" During the story,
students will have the chance to identify words that make the /i/
sound. Afterwards, they will have the opportunity to draw their own
animal that has the /i/ sound in it's name. Example: Pig, Lizard,
Chicken, etc.
8. Show BIG and model how to decide if it is big
or dog: The I
tells me that something is icky sticky, so I know that sound is in
BIG.
You try some: FIX: fix or max? MITTEN: glove or mitten? BRICK:
brick or break? FILL: fill or fail?
9. For assessment, distribute the worksheet.
Students draw a line to the pictures that have the /i/ sound in
them and color them. Call students individually to read the phonetic
cue words from step #8.
Reference:
"The
Iddy Biddy Igloo" By Amy Bright