Icky Sticky Spill

sticky

Haley Nichols

 

Rationale: The goal of this lesson is to teach students the /i/ sound represented by the letter i. This goal is important in order for students to continue on their journey of learning to read. Students will learn how to recognize, spell, and read the vowel sound /i/. They will learn a meaningful representation of /i/, spell and read word with the sound /i/ using a letterbox lesson, and read a decodable book focusing on the short vowel /i/.

Materials.

Pig in a Bag, cover-up tool (cover up critter), letterboxes, image of Icky Sticky I, letter tiles (c,e,g,h,i,l,n,p,r,s,t,v)

Procedures for carrying out the lesson in detail, with numbered steps.

1.Say: We are going to be adding a new sound to our big list we have started.  Do you remember what that sound was we just learned? That's right, /e/, like Ehh I can't hear you.  I love that you remembered that sound!  So today we are learning about short i, which makes the sound /i/.  When I hear /i/ it makes me think of an Icky Sticky Spill all over my hands. [Show image of hands with sticky i in the middle]. Now say repeat this tongue tickler after me, "The important Indian was ill with injuries in the igloo." Did you hear that I-i-i-cky sticky /i/ in there?

2.Say:  Before we learn about spelling using the /i/ sound, we need to listen for it in words.  When I am listening for /i/ in words, I hear /i/ like the icky sticky spill.  My mouth opens slightly and my tongue is low [make vocal gesture].  Here, I'll go first. /s/i-i-i/t/. I hear i making that short i sound and I felt my mouth opening slightly and my tongue low. So there is a short i in sit.  Now, I am going to check for /i/ in pine. Hm, I didn't hear that /i/ sound and my mouth wasn't slightly open and my tongue low. Now your turn! Do you hear /i/ in pit or hole, quit or stop, trip or fall?

3.Say: Now, let's look at the spelling /i/ that we will learn today. One way to spell that /i/ sound is with the letter i.  What if I want to spell the word slip? "I wonder if that puddle made him slip?" Slip in this sentence means to lose your balance and fall down. To spell slip in letterboxes, first I need to know how many phonemes I have in the word, so I will stretch it out /s//l//i//p/. That's four boxes.  I heard that /i/ right before /l/, so I will put the /i/ in the 3rd box. The word starts with /s/, so that's an s. Next I hear that /l/ sound that comes before my i.  So, I have sli. Then I hear that /p/ sound, so I'll add it in after my /i/ sound.

s

l

i

p

4.Say: Okay, now I'm going to have you spell some words in letterboxes. We'll start with two boxes for ill. "I didn't get a lot of sleep last night and this morning I am ill." What should go in the first box? [Respond to children's answers]. What goes in the second box? Do two letters go in the box together? I'll check your spelling while I walk around the room. [Observe progress.] You'll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box.  Listen for /i/. Here's the word: hit, She hit a homerun in the softball game; hit. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: h – i – t and see if you've spelled it the same way. Try another with three boxes: chin; I have a cut on my chin from falling out of my chair. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Next word, let's try 4 phonemes. Listen to see if this word has /i/ in it before you spell it: vest; I have on my brand new vest today. Did you need a short i? Why not? Right, because we don't hear i say its name. We spell it with our short vowel e. [volunteer spells it on the front board.] Now let's try another 4 phonemes: grip; I need a good grip to open that jar of pickles. One more word, then we're done with spelling, and this time you need five boxes: print; Will you print my new school schedule? Remember to stretch it out to get this tough word.

5.Now, I'm going to let you read these words you have just spelled.  I'm going to show you what helps me make it through a tough word. (sprint) There's the vowel i. It must say /i/. I'm going to use a cover-up to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /s//p//r/ = /spr/ + /i/ = /spri/. Now I'm going to blend that with /i/ = /spri/. Now all I need is the end, /n/+/t/ = /nt/=/sprint/. Sprint; that's it, like the track star did the 100 meter sprint. Now it's your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]

6.You have done a wonderful job spelling and reading words with the /i/ sound. Now, we're going to read a book called Pig in a Bag. At Tim's birthday party, his friend Ben gives him a pet pig.  After meeting everyone ,Slim, the pig runs away. Let's pair up and take turns reading Pig in a Bag to find out if they ever catch Slim. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Pig in a Bag aloud together, and stops between page turns to discuss the plot.]

7.Say: That was a fun story. So did they catch Slim the pig? Right, Ben used a bag and caught him. Before we finish up with our lesson about one way to spell /i/ = i, I want to see how you can solve a reading problem. On this worksheet, you will label the pictures with the /i/ word that matches it. First try reading all the words, and then choose the word that fits best in the space. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]

Reference

Sherrell, Heather. O,O,O, at the Doctor: http://auburn.edu/%7Ehns0006/sherrellbrl.htm

Murray, G. (2004) Pig in a Bag. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/pig/pigcover.html

Assessment worksheet: http://www.tlsbooks.com/shortiphonograms.html

 

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