Icky Stick I
Beginning Reading
Rational: In order for a
child to become a successful reader, he/she must first understand the idea that
spoken words are made up of a map of phonemes, which is also known as a letter
sequence. Short vowels are important for children to learn, because they are
found in a lot of words that we use. This lesson teaches the letter-sound
correspondence i=/i/. Students will
identify the sound correspondence /i/ in spoken words, by listening to words I
say and then figuring out which word I say has the /i/ sound. Students will then
work on connecting the sound correspondence with the letter correspondence when
having to make the different words in the letterboxes with the letterbox tiles.
The student will then read the words they used the letterbox tiles to make.
Lastly, students will read a new book that uses the /i/ correspondence
frequently and read it to a partner while the partner listens for the /i/ sound
and record every time they hear the sound and then they will switch. It will
allow them to review the letter-sound correspondences while they are reading or
listening.
Materials:
Poster with Tongue Tickler: The
Indian was ill in the igloo.
Icky Sticky Picture
Letterboxes
Letterbox for the board
Letterbox Tiles: i, t, e, p, n,
f, d, s, k, l, g, c, r
Letterbox Tiles for the board
Letterbox Word List: it, is, pin,
tin, fin, Ben, disk, skin, sling, spin, spring, clink
Liz is Six
Paper
Assessment worksheet
Procedures:
1. Today we are going to learn about the letter I and the
sound it makes when it is in the place of short /i/.
Listen
to me say the letter I sound, ihh (/i/). The /i/ sound is known as the short i
sound. Lets practice saying the sound. This will
help students recognize the sound in words.
2. When I hear the short i sound I think of the sound I
make when there is something on my hands and it is sticking to me. Like icky
sticky (I do this while shaking my hands).
Shake your
hands like you are trying to get something sticky off of your hands and say icky
sticky at the same time. Lets do it one more time.
3. Now lets practice finding the short/i/. I am going to
say a word and listen for the short /i/ sound when I stretch it out. Remember to
listen for the icky sticky i.
Sppprrriii (right there!) nnttt.
I heard it right after the /r/ sound. Did
you hear it? I felt my mouth open and my tongue at the bottom of my mouth.
You try saying the word and see if you can feel your tongue.
4. Show the students a tongue
twister that is written on the board.
Now lets say it together. The
Indian was ill in the igloo. This time lets say it and stretch out each word.
Thhee Iiinnddiiaann wwaass iilll iinn tthhe iiggloooo. Lets say it again this
time separating the short /i/ from the rest of the word The I-ndian was i-ll i-n
i-gloo. Let’s say it a few more times.
5. Now I am going to say two words. I
want you listen and see which word has the short /i/ or the icky sticky i in it.
When you hear the short /i/ move your hands like you have something icky sticky
on them. I will then call on a student to tell me which word you hear it in and
where. Brick or Buck? Flip or Flap? Tin or Pan? Is or As? Fix or Fax? Tick or
Back? Great Job!
6. Now we are going to use our letterboxes and letterbox
tiles to form words. I am going to demonstrate one for you first. I am going to
do the word hit. Hit needs three letterboxes. The first sound I hear is /h/, so
I put a letter h in the first letterbox. Next I hear the short /i/ sound, ihh,
like icky sticky (while doing the hand motions).
Now I will put a letter i in the second letter box. Lastly, I hear the /t/
sound. I will put a letter t in the last letterbox. Can everyone see how I did
this example? Now everyone is going to practice doing what I just modeled for
you all. I will tell you a word and how many letterboxes you need for each word.
Don’t worry, I will be walking around and helping anyone that needs it.
Letterbox words: 2: it, is 3: pin, tin, fin, Ben 4: disk, thin, sling, spin 5:
spring, clink.
7. Next I will project all of the
letterbox words on to the board. I will also project the word hit on the board
and demonstrate reading hit. Then I will have the class read the letterbox words
as a group. Now we are going to read the
words that are projected on the board. I am going to read this word as an
example (pointing to the word hit).
This words is hit, h-i-t. Now lets read the rest of the words on the list
together. I will then go back and call on individual students. Words: hit,
it, is, pin, tin, fin, Ben, disk, skin, sling, spin, spring, clink.
8. Now we are going to read a
book called Liz is Six.
This book is about a girl named Liz who
is turning six. She gets a neat present for her birthday and you will have to
read to find out what is about. You will be partner reading with a partner.
I will have two students come up and have them sit criss-cross applesauce next
to each other. They will then demonstrate how to partner read.
I want you to listen to your partner read the book. Every time you hear the
partner say a word with the short /i/ mark I want you to make a mark on the
sheet I give you. I will walk around and make sure the students are on task.
The students will switch roles after the first person reads the book. We will
also go through the book at the end as a class and find short /i/ words.
9. For assessment, I will have the students partner read to each other. They
will read Liz is Six. As the students are reading Liz is Six,
I will mark around the and note who can not read the words with short i.
After they are done partner reading, the students will be complete an assessment
worksheet. The worksheet will have different words on it. The students will say
the words aloud and then cirle the words that have the short /i/ sound in the
word.
Reference:
Anna Bates,
Liz is Six,
http://www.auburn.edu/academic/education/reading_genie/caravans/batesbr.htm.
Cushman, Sheila.
Liz is Six. Educational Insights.
Carson, CA: 1990.