"ICKY,
STICKY!"
breadnjamforfrances.blogspot.com
Beginning
Rationale: Research shows that the best
predictors of reading
success are letter recognition and phoneme awareness, and the short
vowel
sounds are some of the most difficult for children to learn. By the end of this lesson, the child should
be able to identify i=/i/ and be able recognize the correspondence
i=/i/ in
spoken and written words. Teaching a
lesson such as this will help your students to ultimately become better
readers.
Materials:
Dry Erase
board and marker
Picture
of lady with
"sticky" hands breadnjamforfrances.blogspot.com
Primary
paper and
pencils for each student
Poster board
with tongue twister
Worksheet
with /i/
sound words that contrast with other sound words
Tin Man
Fix-It (one copy per student)
"Sticky
Hands" breadnjamforfrances.blogspot.com
color page
Crayons
Letter
boxes for
each student,
Large letter boxes
for teacher
Small
letter tiles
for each student (t, i, n, f, x, s, p, k, r, c) {TIN, FIX, SIT, KIT,
TRIP,
PICK}
Large
letter tiles
for teacher (same as above)
Procedures:
1. Introduce the lesson by explaining that
sometimes letters
can make two different sounds.
Teacher says
to class: The vowel I can make the IIIII sound
and the iiiii sound. Today, we are going
to learn about short i. To make the /i /
sound, open your mouth wide
(like you would to smile) with your tongue resting on the back of your
bottom
teeth. Everyone listen to the sound I
make very closely and then we will try it together (Teacher models /i/ sound). Now let's all
try it together.
Show the
picture of the lady with "sticky" hands.
Teacher says
to class: Like the lady in the picture, I
am going to pretend like I have some really sticky gunk on my hands and
I cannot
pull them apart (Teacher models
pretending to have sticky hands and makes the / i/ sound). Now let's
all pretend like we have sticky
hands and make the /i/ sound.
2. Teacher
says to class: Now we are going to
learn a tongue twister (Teacher will show the tongue twister "Isabelle
the
Indian was inside her igloo" written on the poster board). Now
after
I say the tongue twister you repeat it after me (Ask students to repeat
the
twister multiple times). This time we say our tongue twister let's
stretch out
the /i/ sound that we hear in each
word "iiiisabelle the iiiindian was iiiinside her iiiigloo" (Ask
students to do this twice through). Now
that we are so good at making the /i/
sound, let's make it even more fun! This
time when we make the /i/ sound we
are going to pretend we have sticky hands.
Are you ready? Let's try it
together (Teacher models gesture for students and says the twister with
the
students twice through). Great job
boys
and girls!
3.
Teacher says to class: I'm so proud of you
making the /i/ sound so well! Let's
take out our primary paper and pencils to
practice writing the letter I. (Teacher
models writing upper case I and lower case i on the board). Get your
pencils
ready! First let's make an upper case I. We are going to make line from the rooftop
down to the sidewalk. Then we are going
to cross our line with a short line at both the rooftop and the
sidewalk. Now let's make lower case i. Make a line from the fence down to the
sidewalk. Then we are going to draw a
dot above the line we just made between the fence and rooftop. Great job!
Now let's write upper and lower case I on our paper five times
each.
4.
Teacher says to class: Now we are going to
play a game! I am
going to give you two words. I want you to tell me if you hear
the /i/
sound in the first word or the second word. Do you hear the /i
/
sound in Tin or
Tap? Cat or Kit?
Sick or Skate?
Fox or
Fix?
Great job everyone!
5.
Teacher says to class: Please take out
your letter boxes and plastic
letter tiles (t, i, n, f, x, s, p, k).
Spread out your letter boxes so that you see 3 colored squares
*Remember, each box represents a phoneme (teacher models with large
copy) and
lay out your letter tiles across the top of the colored squares so you
can read
them all (teacher models with large letter tiles).
Now we will spell words that have the /i/
sound in them. I will show you how it
works with a practice word. The word is
"pin";
now let's say it together "pin".
The first sound in the word pin is /p/ so a P goes in the first
box. Can you tell me what the next sound
is? (Make sticky hands gesture)
Right! The next sound in /i/ so
an I goes in the second box. The last
sound is /n/, so I will put an N in the third box.
Now let's read our word we just spelled "pin"-
great job! Now the teacher and students
will go through these same steps with the following words: TIN, FIX,
SIT, KIT,
TRIP, PICK.
6. The
teacher will now spell the words on the dry
erase board and ask the students to read the words together for
confirmation of
understanding and assessment,
Teacher will
hand out a copy of Tin Man Fix-It to each
student
7. Teacher says to
class: Tim the tin man is working with Jim in the garden. A
big kid
named Sid knocks Tim down. Tim falls apart! Will Jim be
able to fix
Tim? You will have to read the book to find out!
I would like you to whisper this book to
yourself, when you hear the /i/ sound, use the sticky hands gesture. (The teacher will walk around the room and
observe the children reading and using the hand gesture).
8. For
assessment, the teacher will pass out a
worksheet with sets of different "i" words and a picture.
The students will match the /i/ word to the
picture it represents. After each
student turns in their worksheet, the teacher will give them a color
page
titled "Sticky Hands" with a picture of a pair of sticky hands that
they will color and keep in their folder.
This is a good assessment because the students will have to
understand
how to read /i/ words in order to complete the worksheet.
References:
Phonics
Readers-Short Vowels. Tin Man Fix
It. Educational Insights, 1990.
Photo of
"Sticky Hands"- breadnjamforfrances.blogspot.com
Cole, Emily. "An Icky Sticky Mess"
http://www.auburn.edu/academic/education/reading_genie/odysseys/colebr.html
http://www.auburn.edu/academic/education/reading_genie/encounters/simpsonbr.html
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