Icky Sticky

By:  Lauren Sprouse

Beginning Readers

 

 Rational: 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, c, h, b, g, l, d, k, n, a, p, e, t

Spelling words on a chart to read: is, kiss, big, lid, brick, slid, nap, bet, hint

Letter /i/ assessment worksheet

Tongue Twister Poster – Izzy was icky inside the igloo.

Book: Milly & Billy Short & Silly

 

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 is, big, lid, nap, bet, hint. Good! I heard /i/ in some of those words too.

 

4. Say: Now I will use the elkonin boxes 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 and previous short vowels that we have worked on. Each box represents a different vocal gesture.

I am going to spell the word brick. /i/-/i/, I know the /i/ sound is in there. Stretch out the word by saying b--r--ii--ck. I will need three boxes because my word makes three vocal gestures, /b/ /r/ /i/ /ck/--- B-R-I-CK.

 

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

Say: You are going to start with two boxes. Spell is. She is going to the store. (Walk around and check students spellings. If they get it wrong say what they spelt and ask them to spell the word again.)

Say: Now use three boxes. Spell big. I have a big classroom. (Check students).

Say: Now spell lid. I close the lid to my drink when I am done. (Check students).

Say: Now spell nap. I took a nap when I was tired. (check students.)

Say: Now spell bet. I bet I did well on the quiz. (Check students)

Say: Now we are going to use four boxes. (Check students).

Say: Spell brick. I live in a brick house. (Check students)

Say: Spell kiss. I kiss my dog sometimes(Check students).

 

6. Say: Now I am going to have you read the words we spelled. I will demonstrate how to do this. I will read hick. I see the short I that makes the /i/ sound. I will use cover-ups to make the vocal gestures for everything before the vowel. Then I will add the vowel and what follows. “/h/-/i/-/ck/, chick.(Make Body Chunk First). Now you try to read the following words ( Point to each word on the poster – is,big, brick, kiss.)

 

 

7. Say: Now we are going to read a book called Milly & Billy Short & Silly. Two friends are sitting on the front porch. One is playing basketball and one is eating ice cream. The basketball lands… uh oh. I wonder what happens? We will have to read to find out! (Have students read the book with a partner and crosscheck. Then we will read the book as a class and discuss it).

 

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: Great job! 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. (Collect the worksheets to assess the students). Also, have individuals come read the letterbox words while the class in working on the worksheet as an individual assessment. (assessment)

 

 

Resources:

http://www.auburn.edu/academic/education/reading_genie/doorways/kinseybr.htm Julie Kinsey (Iiiiicky Stiiiicky)

 

 

Work sheet: http://www.funfonix.com/worksheets/book1_page16.php

 

Picture: http://www.catalogs.com/info/bestof/wp-content/uploads/2012/05/indoor-glue.jpg&w=300&h=225&ei=mzCZUOfLJZKq8ASdiIDABA&zoom=1&iact=rc&dur=18&sig=103070793459956428003&page=4&tbnh=134&tbnw=171&ndsp=50&ved=1t:429,r:60,s:100,i:184&tx=142&ty=85

 

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