Icky
Sticky Snickers
Beginning Readers
Rational:
This lesson teaches children about the short vowel
correspondence i = /i/.
In order to be able to read, children must learn to recognize the spellings that
map word pronunciations. In this lesson children will learn to recognize, spell,
and read words containing the spelling i.
They will learn a meaningful representation (icky sticky snickers), they will
spell and read words containing this spelling in a letterbox lesson, and read a
decodable book that focuses on the correspondence i
= /i/.
Materials:
Chart with tongue twister, “ This medicine tastes really icky, I, I, I”, primary
paper, pencils, Elkonin boxes, plastic letter tiles, Picture of icky sticky
snickers bar, book-Tin Man Fix It,
assessment worksheet for short i.
Procedures:
1. Today we
are going to learn about the letter I
and what it sounds like. The sound
/i/
is in a lot of words. So you can be great readers you need to pay close
attention! We are going to spell and read words with the sound
/i/
in them.
2. Ask this
question have you ever gotten something sticky on your hands like a sticky piece
of candy? It feels very icky on your hands and you want to get it off (show
sticky hand motions).
Well the letter I makes that same sound that you
make when you have something sticky on your hands. To make the /i/ sound your
mouth is opened and your tongue slightly lowered. Can you say the /i/ sound
while using your hands to pretend you have something sticky on them?
3. Here is a tongue
twister to help you with the /i/ sound. “This medicine tastes really icky
I,I,I.” Now say it with me and make sure you are stretching out the /i/ sound.
Here we go, Thiiiiiis mediiiiiiiciiiiine tastes really iiiiicky Iii,Iii,Iii. If
the students need more practice circle the /i/ sound as you read it.
4. Let’s practice
finding the /i/ sound in certain words. Do you hear /i/ in sip or cat, dog or
dig, sit, or bed?
5. Now we
are going to do a letterbox lesson with words that have the /i/ sound in them.
Some words may be review words with short a and e in them. I’m going to model
how to use the Elkonin boxes and the letter tiles. I want to spell the word tin
like a tin man. Tttt iiii nnnn, I
think I hear 3 sounds in the word tin
so I’m going to get three letterboxes. Each sound you hear will go in a box. So
in the first box I hear the sound /t/
so I’m going to put the letter t in the first letter box. Next I hear the icky
sticky I (/i/), so I’ll put the
letter I in the second box. Last I hear the sound
/n/ so I’ll put the letter n in the
last box. Now I’m going to check to make sure I spelled it right by sounding out
each letter. /t/, /i/, / n/, this
says tin!
6. After modeling I
will give the students elkonin boxes and letter tiles. Then I will call out a
list of words for them to spell one at a time. I will observe everyone’s
letterboxes. If a student misspells a word I will ask them to read it exactly
like they have it. Once they get it correct we will move on to the next word.
Word list 3—[bin, cat, bit, dig], 4—[skip, gift, milk, shin], and 5—[spend]
7. Have the
student read the book Tin Man Fix It
with a partner. First give a booktalk. This is a story about a tin man who falls
down and can’t get up. Some people notice him and want to help him. Will they be
able to fix the tin man? Let’s read to find out! Walk around the room and listen
to students as they read to each other.
8. Have students
write a message about when they were hurt and someone helped them.
9.
Assessment: Give each student a worksheet. Students are to read each word aloud
and color the pictures that have the
/i/
sound in them. Have students come up individually to read the letterbox lesson
words to me (3—[bin, cat, bit, dig], 4—[skip, gift, milk], and 5—[spend].)
References:
Tin Man Fix It
by Shelia Cushman Educational Insights 1990
Assessment:
http://www.kidzone.ws/prek_wrksht/learning-letters/i2.htm
