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Icky Sticky I

Icky Sticky I

 A Beginning Reading Lesson Plan

Anna Dilworth

 

I. Rationale

This lesson teaches the short vowel correspondence i=/i/. In this lesson, students will familiarize themselves with this vowel correspondence by applying a hand gesture to “icky sticky i”, understanding the shape of the mouth with /i/ is spoken, testing the phoneme with various words, practicing spelling with letterboxes and then reading the letterbox words, and finally, reading a decodable book, focusing on i=/i/.

 

II. Materials

Graphic image with “icky sticky i”, poster board with tongue tickler, letterboxes, letterbox tiles, list of spelling/reading words on a poster board: sticky, in, ship, brick, swim, miss, bit, think, string and pseudoword drick, Letters needed: i, n, s, h, p, b, r, c, k, w, m, s, t, k, n, g, decodable book: Liz Is Six, “Short i Matching” handout

 

III. Procedure

1.     Say: In order to become master readers, we need to understand that a word is mapped out by its spelling. Therefore, we need to understand our phonemes in order to be able to read words of a text. So far, we have learned that short a sounds like a crying baby (stretch /a/ while showing hand gesture of rubbing eyes) and that short e sounds like a creaky door being opened (stretch /e/ while showing hand gesture of opening door). Today, we have a new sound to learn, short i. We can remember short i because it sounds like what we say if we have something icky and sticky covering our hands. Show graphic image while stretching /i/ and showing hand gesture of opening hands with sticky substance on them. Now you all try to stretch /i/ and show me your hand gesture.

2.     Say: Before we start learning how to spell with /i/, we need to try to test it out by listening very closely for it in certain words. When I listen for /i/ in a word that I am saying, I hear i say /i/ and I can feel my mouth open but my tongue stays low /i/-/i/-/i/. I will show you first: llll-iii-ddd. I heard it! I heard the short i sound, /i/, and I felt my mouth open with my tongue staying low. Now I want you to try a few. I am going to ask you to repeat two words and then I want you to tell me which word you hear /i/ in. Ready? Say sat; say sit. Show your icky sticky hand gesture if you hear /i/ in sat. Show your icky sticky hand gesture if you hear you hear /i/ in sit. Say Fred; say Bill. Show your icky sticky hand gesture if you hear /i/ in Fred. Show your icky sticky hand gesture if you hear you hear /i/ in Bill. Say luck; say wish. Show your icky sticky hand gesture if you hear /i/ in luck. Show your icky sticky hand gesture if you hear you hear /i/ in wish. Say bit; say bite. Show your icky sticky hand gesture if you hear /i/ in bit. Show your icky sticky hand gesture if you hear you hear /i/ in bite.

3.     Say: Now we are going to practice spelling some words with /i/ in them. We are going to practice using our letterboxes. I want everyone to keep their eyes on me and watch how I try to spell the word sticky using my letterboxes. First, I need to know how many letterboxes I will need so I need to stretch out sticky and count the phonemes to figure it out: /ssssss//ttttttt//iiiiii//kkkkkk//EEEEE/. I hear 5 phonemes! So I need to lie out 5 letterboxes to try to spell sticky. I heard my icky sticky i right before /k/, so I am going to place my icky sticky i in my third letterbox. Next, I am going to go to the beginning of the word. /Sssssss/, I need to place s in the first letterbox. Then I hear /tttttttt/, that is t, so t should go in the second letterbox. I already have my icky sticky i in my third letterbox, so the next phoneme I hear is /kkkkkk/, which is a tricky one because I have to remember my c and k. Finally, I hear /EEEEE/, and when y comes at the end of the word, it makes a long E sound, so I am going to place y in my last letterbox. Now I need to know how to read the word I just spelled [display board with sticky written on it in big print]. I am going to start with my icky sticky i, so /iiiii/. Next, I am going to add the first two letters, /s/-/t/, which gives me /sti/. Finally, I will put /sti/ with the last part, /k/-/y/, which gives me sticky.

4.     Now I want everyone to take out their letterboxes and plastic letter tiles from their desks so we can all practice spelling a few words. First, I want everyone to lie out two letterboxes. I want you to spell in. I put the brownies in the oven to bake. [Teacher should walk around the classroom to monitor students’ progress.] Now I want everyone to clear those letters and lay out three letterboxes. Your new word is ship. I saw a ship sailing across the sea. Make sure to pay very close attention to the first sound it ship. The /sh/ sound is made with two letters so everyone should have two letter tiles in their first letterbox. [Give a variety of words for the children to spell, each with an example sentence: brick, swim, miss, bit, think, string.]

5.     Say: Now I want us to practice the words we just spelled so well in our letterboxes. Remember, when we want to read a word that has icky sticky i, we start with /i/, add the first part of the word to /i/ and then add the rest of the word. [Display board with each word written in large print: in, ship, brick, swim, miss, bit, think, string and pseudoword drick.] I want everyone to try to read the words in unison now and then I will call each student up to read a few words with me.

6.     Say: Wonderful job reading those words everyone! I think you all are ready to try reading a book. The book we are going to read today is called Liz Is Six. [Give booktalk]: This story takes place on Liz’s birthday. Liz just turned six and she got a mitt. She is playing baseball at her party and hits the ball to Pig, who is waiting to catch it with his mitt. Will Pig catch the ball? We will have to read to find out. I want everyone to find a partner. You and your partner will take turns reading Liz Is Six and I want everyone to pay special attention to the words with our icky sticky i.

 

IV. Assessment

To assess the students understanding of the phoneme /i/, students will complete the “Short i Matching” handout. Students will need to match each picture with the word that describes it. Say: I am now going to pass out a sheet that I want everyone to complete individually. You will need to match each picture to the word that describes it by drawing a line from the picture to the word. Each word has a picture to go with it so there should not be any words or pictures left unused.

 

V. Resources

Internet Site: Murray, Bruce. Oh, I don’t know! http://auburn.edu/~murrag1/BRMurrayG.htm

Internet Site: Wesley, Kayla. Ick! http://auburn.edu/~kdw0009/wesleyBR.htm

Assessment: original assessment (listed below)

Book: Liz Is Six. Carson, California. Educational Insights, 1990. Pages: 8.

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