Beginning
Icky and Sticky
Staci Sealy
Beginning
Icky and Sticky
Staci
Sealy
Rationale:
In order to be able to learn to read, spell, and comprehend
words, children
need to understand correspondences, so they can match letters to their
phonemes. In this lesson the children will be able to recognize
the
correspondence I = /I/ in both oral and written words by practicing
identifying
the words through reading and spelling. The children will be able
to
participate in letterbox lesson individual so I will be able to assess
them.
Materials: Letter Boxes
Letters:
b, c, g, h, I, j, k, l, m, w, p, r,
t, w
Primary
paper and pencil
"Silly
Sally" by Audrey Wood
Flashcards
Markers
List
of /I/ words
Procedures:
1. Introduce the lesson by showing the children a picture of the letter
I.
I will ask the children what sounds does this letter make.
Say:
Today we will be working on the /I/ sound. Can you think of some
words
that have the /I/ sound in them?
2. Say: Today we will be spelling and reading words with the /I/ sound.
Do you know what I do to remember the /I/ sound? I pretend
to stick
my hands in syrup and I say Icky and Sticky. Let's pretend we are
sticking our hands in syrup. ICKY and STICKY. Now every
time we
here the /I/ sound lets rub our hands together and say ICKY and STICKY.
3. Write: The little piggy, Lizzie, was ill inside the igloo.
Say: Let's
say this tongue two more times together. How many words have the
/I/
sound? That’s right 6. Can you tell me those words? I
will
write them on the board as you tell them to me. All right now
let's say
the tongue twister one more time and drag out the /I/ sound and do our
ICKY and
STICKY hand motions. Let's spell
Thin. /I/ + /n/= /in/
Th + in = Thin. Very Good!!
4. Say: Next we will work on hearing the /I/ sound in different words.
Do
you hear the /I/ sound in ______ or ______? Fist or heart?
Pin or
Crayon? Sink or Watch? Bid or Brush? Thin or Can?
Ship
or Hair?
5. Let’s get out our letters and letterboxes. I will explain how
the
letterbox lesson works. Say: Let's spell words with the /I/
sound.
(The teacher demonstrates the first word on the letterbox lesson)
The
words we will us in the letterbox lesson are:
2 Letterboxes: in , it
3 Letterboxes: big, hill, Jill, pig, sing, ill
4 Letterboxes: twig, swim, Lizzie, igloo
5 Letterboxes: spring.
6. The children will be put in groups of two and make flashcards with
the words
that have the /I/ sound. They will practice these words while the
teacher
assesses them individually.
7. The children will have the chance to practice the /I/ sound by
reading the
book Silly Sally.
8. For assessment pass out the sheet that has the letterboxes on it to
each
child. The sheet should be numbered 1 to 5 and each number should
have a
certain number or letterboxes beside it. {#1 - 3 boxes, #2 - 3
boxes, #3
- 3 boxes, #4 - 4 boxes, #5 - 4 boxes). "Now I am going to read 5
words to you and I want you to spell the words in the boxes on your
sheet of
paper. Remember to only put one sound in each box. #1 -
lid, #2
- lip, #3 - did, #4 - slid, #5 - grip." Have the students
write the sounds they hear in the letterboxes. After every
student is
finished, collect the papers to use for assessment.
References:
Eldridge, J. Loyd. (1995). Teaching Decoding in Holistic
Classrooms.
Wood, Audrey. Silly Sally. (1992).
Pridmore, Angela. Icky Fingers.
http://www.auburn.edu/rdggenie/begin/pridmore.html