Wash Your Hands with Icky Sticky I

By: Killian Hodo, Beginning Reading

Rationale:

This lesson will teach students about the correspondent i=/i/. Students need to become aware of the phoneme of each grapheme. When students learn more about the letter-sound correspondences, they improve in their reading. Presenting students with a visual (fingers with icky goo) and a gesture (moving your fingers to get the icky goo off) with the correspondences will help students recognize /i/ in oral language. A tongue twister, letterbox lesson, and a short /i/ book will also help students recognize /i/ in oral language.

Materials:

Graphic image of icky sticky fingers

Primary paper and pencil

Elkonin boxes (for modeling and individual student use)

Letter Tiles for students and teacher- i, s, r, l, n, p, f, x, t, b

Spelling words on index cards: in, sip, fix, bin, trip, split

Letter /i/ assessment worksheet        

Tongue Twister Poster – Izzy was icky inside the igloo.

Book: Tin Man Fix It

Procedure:

1.  Say: Today we are going to be learning about the short vowel sound i=/i/. Show the students a picture of the icky sticky fingers. Say: When I say /i/ I think of icky sticky goo on my fingers. Doesn't it make you want to say /i/ (shake your hands/fingers while you say /i/). That is what sound the short i makes. So when we see or hear the short i, think about the icky sticky fingers and shake the ick off. Now you try it. Say iiiicky stiiicky and get the ick of off your fingers. "Icky sticky (with hand gesture)"

 

2.  Say: Now we are going to read a tongue twister that has i=/i/. I will read it first, "Izzy was icky inside the igloo." Now you read it, "Izzy was icky inside the igloo." Now let's read it by stretching out the /i/, "iiiizzy was iiiiicky iiiinside the iiiigloo." Great Job!

 

3. Say: When I say /i/ my mouth is open and my tongue is slightly lowered. Now you say /i/ and see if your mouth makes the same movement. Now I want you to listen for /i/ in the words I call out. If you hear /i/ shake the ick off of your fingers. Is it in: an or in? fix or fax? Drip or trap? Splat or split?

 

4. Say: Now I will use our letterboxes and letters to demonstrate how to spell a word. Say: now we are going to complete a letterbox lesson and spell some words that have the /i/ sound. Each box represents a different vocal gesture.

I am going to spell the word split. /i/-/i/, I know the /i/ sound is in there. Stretch out the word by saying s--p--l--i--t. I will need five boxes because my word makes five vocal gestures, /s/ /p/ /l/ /i/ /t/--- S-P-L-I-T.

 

5. Say: Now I want you to try some words. The students will use their letters and letterboxes to spell some words with the short i sound. I will assist the students.

Say: You are going to start with two boxes. Spell in. I put my books in my backpack.

Say: Now use three boxes. Spell sip. I sip on my sweet tea.

Say: Now spell fix. I fix my computer.

Say: Now spell bin. I put graded papers in a bin.

Say: Now we are going to use four boxes.

Say: Spell trip. I went on a long trip.

Say: Now we are going to use five boxes.

Say: Spell split. I love a good banana split.

 

6. Say: Now I am going to have you read the words we spelled. Have the words on individual index cards. Demonstrate how to read the word chick. Say: I am going to read this word to show you what to do. Well, I see and i that says /i/ in the middle of the word. I know the c-h says /ch/. So now I have chi. The last part of the work has c-k. Well, I know that c-k says /k/. So my word is ch-i-ck. Chick! Like a baby chicken! Now that I have shown you how to read these words, I want you to read the ones from our letterbox lessons. Let the student read the words and if they need help use the letterboxes and letters to scaffold.

 7. Say: Now we are going to read a book called Tin Man Fix-it.  Tin Man Fix-It is about a robot that fixes things. One day while he was helping someone fix something a boy named Sid ran into him. You will have to read to find out what happens next. I want you to read Tin Man Fix-it to find out what happens to Tim. My student will read Tin Man Fix-It and we will turn and talk before we turn the page so I can assess whether they comprehend what they are reading. I'll ask questions like:

           -Does Tim get hurt?

           -What was Tim fixing?

           -Do they fix Tim?

           -What happens at the end of the story?

 

8. Say: Now we are going to do our message of the day. Write on your primary paper, "My favorite food is" and complete the sentence.

 

9. Say: Now, I want to see how well you can solve words with a missing vowel sound. Look at each picture on this worksheet. Say what the picture is, then write in how to spell the word with the missing vowel correspondent. I will collect the worksheet to assess my student's knowledge.  

Resources:

http://www.auburn.edu/~ecc0012/icky_sticky_snickers.htm Emily Colburn, Icky Sticky Snickers

Assessment Worksheet: http://www.funfonix.com/worksheets/book1_page16.php

Book: Tin Man Fix It by Shelia Cushman Educational Insights 1990

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