Icky Stick I
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.
Poster with Tongue Tickler: The Indian was ill in the igloo.
Icky Sticky Picture
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
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.
Anna Bates, Liz is Six,
Cushman, Sheila. Liz is Six. Educational Insights. Carson, CA: 1990.
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