Icky Sticky Piggy
In order for children to learn how to read, they must understand that a symbol (letter) represents a phoneme children need to learn that phonemes are sounds that our mouths make when we read or talk. It is important that beginning readers are able to identify letters and the sounds that they make. Learning about letter correspondences and phonemes, will help beginning become successful fluent readers. In this lesson, students will learn how to identify the correspondence i=/i/ in written words.
Class ser of pencils/primary paper
Class set of the book Tin Man Fix It (Phonics Reader, Educational Insight)
Picture of the Icky Sticky hand gesture (http://www.auburn.edu/academic/education/reading_genie/chants.html)
Class set of Elkonin Letterbox
Class set of lower case letter tiles [a, t, u, p, i, g, l, t, h, f, b, n, s]
Class set of index cards with the following words printed on them [pig, lip, pit, hip, fit, big, pin, sit, fish, gift]
Class set of the worksheet "Sounds Like /i/" (attached)
1. Introduce the lesson by writing a lower case letter i on the board and ask the students if they know what sound the letter makes. "Does anyone know what sound this letter makes?" praise the students for trying and giving examples. "Great job, the letter i make the /i/ sound!" Explain to the students that letters make different sounds and that we need to be able to match the letters to the sounds they make, in order to become fluent readers. "Today we are going to learn how to identify the letter i and the /i/ sound in words."
2. Hold up the picture with the Icky Sticky hand gesture on it. Ask the students have they ever touched something that was sticky? "Have you ever touched icky, sticky peanut butter, glue, or gum with your hands and you try to shake it off?" Well I have and it was very icky and sticky! "Do you hear the /i/ sound in icky-sticky?" If so I want you to say /i/ and shake your icky-sticky hands." Demonstrate and explain for the students how to do the icky-sticky hand gesture and mouth move. "When you say the /i/ sound and do your icky-sticky hand gesture, your mouth should be opened and you tongue slightly lowered, and then you should shake both your hands in and upward and downward motion.
3. Have the students to tell you if they hear the /i/ sound in different words. "I want to listen closely to some words as I say them, and tell me which words have the /i/ sound in them." "Do you hear the /i/ sound in dig or dog? Milk or map? Him or her? Great job! You did hear the /i/ sound in dig, milk, and him.
4. Pass out primary paper and pencil to each student. "I want to be sure that everyone knows how to write the letter i." Demonstrate and encourage the students to write the letter i. Let���s all try to write the letter i. "Start at the fence line and draw a straight tree top standing tall (have students draw line as you demonstrate on the board). Then go up a little over the tree and put a tiny round sun. I want to see everyone���s I���s. After I check your letter i, I want you to continue to practice by making five more letter I���s. Now you know how to make the letter i and how to make the /i/ sound.
5. Begin the letterbox lesson. Pass out Elkonin Letterbox sets and lower case letterbox tile a, t, u, p, i, g, l, t, h, f, b, n, s to each student. Demonstrate how to use the letterbox and letter tiles to pronounce and spell words with the students. "Now we are going to spell some words that have the /i/ sound in them. Remember that each box should only have one sound in it. I am going to spell the word "slip" watch and listen closely at what I do. S-s-s-l-l-l-i-i-i-p-p-p. It helps if you say the word very slowly to yourself. The first sound I hear is /s/, so I will put a s in the first box. Then I hear the /l/ sound, so I will put an l in the second box. Then I hear the /i/ sound that we have been learning about (demonstrate the icky-sticky hand gesture for the students while looking for the letter i) so I will put an i in the third letterbox. Finally I hear the /p/ sound, so I will put the letter p in the fourth letterbox. Now let���s see can we spell these words with the /i/ sound in them." Have the students to use the Elkonin letterboxes and tiles to spell the following words [2 at, up 3pig, lip, pit, hip, fit, hut, sun, big, pin, sit, fish 4 gift]. Remember to tell the students how many boxes they will need for each word. "Now let���s practice saying some words with the /i/ sound. See if you can use the steps that I used to spell slip, to spell the new words. When you are finished spelling a word, put a thumbs up in the air, and I will come by and look at your spelling." Then pass out the class set of index cards with the words at, up, pig, lip, pit, hip, fit, hut, sun, big, pin, sit, fish and gift. Have the students to read the words on each card aloud as a class.
6. Pass out the book Tin Man Fix It to each student. Do a picture walk and book talk for the students, to get them interested in reading the book. "Today we are going to read Tin Man Fix It." This book is about a tin man named Tim and his friend Jim. One day Tim and Jim were outside working in a garden. A kid named Sid skates by and knocks Tim down. Tim falls down and pieces of his tin are on the ground. Let���s read and find out what happens to Tim." Have the students read the text on their own. Afterwards have students to recall words with the /i/ sound that they read in the book and write those words on the board. "Who can tell me which words have the /i/ sound on page one."
7. For the assessment, I will give each student a worksheet that has words that have the /i/ sound. The students will be required to read the words with the /i/ sound out loud, and draw a line from that words that have the /i/ sound to an icky-sticky spot.
Sounds Like /i/!
Pegues, Jennifer. Picky Pig
Return to Realization Index