Lets Get Sticky Icky Wicky With It
In order for students to be successful readers they first must understand that each letter of the alphabet represents different sounds. Once students learn more about the letter- sound correspondences, they can become more fluent readers and decoders. Short vowels are usually more difficult for children to pick up on because the sound does not match the letter. Today, I am going to teach the correspondence=/i/ by using letterboxes, tongue twisters, and whole text reading. This will help students to also spell and recognize words with the "short i" (/i/).
Chart with tongue twister: The Indian and the iguana were inside the igloo.
Poster with "sticky- icky" picture on it (child with glue on his hands)
Letterboxes for each student
Large magnetic letterboxes for teacher
Copies of Liz Is Six
Letters for letterbox lesson: i, s, a, t, n, l, v, e, p, g, c, h, m, r, b
1."Good morning class, today we are going to explore the letter i. The letter i makes the sound /i/. Have you ever gotten something sticky on your hands such as glue or syrup? The child in this picture looks like they have something sticky on their hands. Whenever I have something sticky on my hands I shake them in front of me like this, and say sticky- icky. (Demonstrate for the students how to put out your hands and shake) Can everyone try that with me? Sticky Icky. Good, now let's try it again but this time I want us to stretch out the /i/ sound. Let me show you. Stiiiiicky- iiiiiiicky. Now you try it with me. Good job!"
2."Okay, now let’s try and say our tongue tickler with our /i/ sound. I'll say it first and then we will try it together. The Indian and the iguana were inside the igloo. Now you try it with me. Good! This time lets try and stretch out our /i/ sound. I'll say it first again and then you try it with me. The Iiiiindian and the iiiiiguana were iiiiiinside the iiiiiigloo. Okay, now try it with me. Great!"
3."Okay, now lets try and find the /i/ sound in some words we say. I will say two words and I would like you to tell me which one has the /i/ sound in it. If it helps you can shake your hands when you hear the /i/ sound. Do you hear /i/ in stick or stuck? In back or sit? In pig or rug? Good job and I like you all using your sticky- icky hand motion."
4."Now we are all going to use our letterboxes to spell some words." I will pass out five letterboxes to each student, as well as pre- selected plastic letter tiles. "I am going to demonstrate how to spell a word using our letterboxes. Now remember, each box stands for a different sound that our mouth makes. The first word that I am going to spell is fish. First I would like to stretch it out to see how many sounds it has. Fffff iiiii shhhh. Okay I counted three sounds so I will use three letterboxes to spell the word. The first sound I hear in fish is ffff, so I put a f in the first box. The second sound I hear is iiiiii. Oh wait. That's our sticky- icky sound! I am going to find my i and put it in the second box. The last sound I hear is shhhhhh, I am going to find the letters s and h and put them in the last letterbox. That spells fish!"
5. After modeling how to spell a word that contains the "short i" sound, we will do a group letterbox lesson with the whole class. It is important to have review words in the list also to make sure that the students are decoding and not just repeating. Letterbox lesson word list: 2-[is, at, in] 3-[live, pig, chip, nap] 4- [slim, last] 5- [print, blast] I will say the list of words one at a time while also walking around the room, observing all the students and how they are spelling with their letterboxes. Teacher will model word reading of the list of words. For example, teacher say p-i-g. Ask students do they hear the “i” sound in pig? Now have students practice saying the word.
6. Have students take out primary paper and pencil. We use letter I to spell /i/. Capital I looks like a tall skinny Indian. Let's write the lowercase letter i. Go down from the fence and give him a feather. I want to see everybody's i. After I put a smile on it, I want you to make nine more just like it.
7. Since we have done such a great job learning our icky sticker letter "I" we are going to practice our skills by reading a book, Liz is Six. As the students are being paired up; give a book talk about Liz is Six. It's Liz's sixth birthday, and she gets a baseball mitt. Will she be able to use it to win the baseball game or will something go wrong with her new mitt? To find out, we're going to have to read the book. Take turns reading the book, one page at a time, to your reading partner. Continue to walk around the classroom to monitor the students.
8. To assess the students I will give them a worksheet that gives them a picture and they have to fill in the blanks. The students will have to pick out the letters they need to give the word of the picture.
Liz is Six. Educational Insights. 1990
Lyles, Camellia. Icky Sticky Piggy. 2010. http://www.auburn.edu/academic/education/reading_genie/realizations/lylesbr.htm
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