Icky Sticky Lollipop

Icky, Sticky, Lollipop

Beginning Reading Design

By: Tayler Rose

Rationale: This lesson teaches children about the short vowel correspondence i=/i/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson, children will learn to recognize, spell, and read words containing the spelling i=/i/. They will learn a meaningful representation (an icky, sticky, lollipop!), they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence i=/i/

Materials:

• Graphic image of a sticky lollipop
• Cover-up critter
• Whiteboard or smartboard
• Elkonin Boxes for modeling
• Individual Elkonin Boxes for each student
• Letter manipulatives for each child
• Magnetic or smartboard letters for teacher: a, i, s, t, c, k, r, p, w, m, n, g, b, l, f, d.
• List of spelling words on a poster to read
• Decodable text: Tin Man Fix-It
• Assessment worksheet

Procedures:

• Say: To become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with “a” and “e,” and today we are going to learn about the short vowel i and its sound, /i/. When I say /i/, I think of an icky, sticky, lollipop that I’ve licked and made my hands sticky from. [show the student the image of lollipop]. Now, when we see the letter i today, we know it says /i/ like an icky, sticky lollipop. [The student will write the letter i on the board].
• Say: Before we learn about spelling words with /i/, we need to listen for it in some words. When I listen for /i/ in words, I hear the “i, i, icky” sound and my mouth gets a little bit wider. [make vocal gesture for /i/.] I’ll show you an example first: tip. I hear that i, i, icky i sound and I can feel the corners of my mouth drawing out when I say it. [point to the corners of your mouth drawing out]. I also hear the “i, i, icky” sound in the word “bit”. Now I am going to see if it’s in the word jog. Hmmm, I didn’t hear the “i, i, icky” sound and my mouth didn’t get wider like it did with the short i. Now, you try. If you hear /i/, say “iii, that’s icky.” If you don’t hear /i/, give me a thumbs down. I want you to put your fingers on the corners of your mouth, too, so you can feel your mouth stretch when it makes the /i/ sound. Is /i/ in bad, dip, lad, tick, limp, boat? [Have children point to the corners of their stretched mouth when they feel /i/ say its name.]
• Say: What if I wanted to spell the word “trick?” “I’m so excited to go trick-or-treating on Halloween night!” Trick means to outsmart or confuse someone. To spell “trick” in letterboxes, I first need to know how many phonemes I have in the word, so I stretch it out and count: /t/ /r/ /i/ /ck/. I need 4 letter boxes. I heard that /i/ just before the /ck/, so I am going to put a /i/ in the 3rd box. The word starts with /t/, so know I’ll I need a “t.” Now I am going to say it slowly, /t/ /r/ /i/ /ck/. I heard a /r/ so I am going to put an “r” right after the “t”. I have one box left after the /i/ now. [Point to letters in boxes when stretching out the word /t/ /r/ /i/ /ck/.] I heard the /ck/ after the /i/, so we’ll put a “ck” there, because in this word the “ck” sound is made by putting the letters “c” and “k” together. /t/ /r/ /i/ /ck/, trick! Awesome job spelling out “trick!” Now I will show you how I would read a tough word. [write the word “splint” on the board and model reading the word.] I am going to start with the “i”, that letter says /i/. Now I am going to put the beginning letters with it: s-p-l-i, /spli/. Now I will put that chunk together with the n, /splin/, now I will add the last letter t. Splin-t, Oh, splint, like, “Her broken leg is in a splint.”
• Say: Now I am going to have you spell some words in letterboxes. You will start out with 3 boxes for “nit.” “She helped me to nit a quilt”. Listen for that /i/ sound. I’m going to check everyone’s as I walk around the room. [Observe each student’s spelling.] Now try another 3-box word. This one is “tick.” “My dog went outside and got a tick on him.” Great job! You will need 4 letterboxes for the next word. Listen for the beginning sound to spell in the first box, then listen for /i/. Here is the word: “spin.” “I love to watch ballerinas spin around the dance floor.” [Allow children to spell remaining words, giving sentences and correct number of letterboxes for each word:
• 4 letterboxes: spin, clip, grit, pink, smash
• 5 letterboxes: drink, twist, string, swift, print, tramp
• 6 letterboxes: scrimp, splint, script
• Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display the word scrimp on the smartboard and model reading it first]. First, I see there’s the “i” in the middle- there’s my icky, sticky /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//c/=/sc/+/r/=/scr/. Now I’m going to blend that with /i/=/scri/. Now I need to add the next letter, which is “m.” /scri/+/m/=/scrim/. Now all I need is the ending letter, /p/=/scrimp/. Scrimp, great job! Now it’s your turn to try, and I would like everyone to read the words aloud together. [Show the words nit, tick, clip, drink, grit, swift, twist, script, print, pink, scrimp, spin, string and splint. Add in the pseudo word pwift. Have children read the words altogether. Afterwards, call on each student to read one word on the list, and continue until every student has had a turn.]
• Say: “You’ve done an awesome job reading words with i says /i/. Now we are going to read a book called Tin Man Fix-It. Has anyone ever broken something? I know I have before! In this book, we’re going to read about a guy named Jim, and a tin man named Tim. Jim likes to fix any and everything that he can with his tools. One day, a boy named Sid skates by the tin man and knocks him over, causing him to break! Will Jim be able to fix Tim the tin man? Let’s read the story to find out!” [Children pair up and take turns reading alternate pages while teacher walks around the room monitoring their progress. After individual paired reading, the class will re-read Tin Man Fix-It aloud together, stopping between page turns to discuss the plot of the story and what is happening.]
• Say: That was an awesome story! What was your favorite part? I really liked the part when Jim fixed his friend Tim. That was so nice of him! Before we finish up our lesson on the icky, sticky /i/, you are going to complete a worksheet. On this worksheet, there are several boxes with pictures in them. Under the pictures, there are three words that describe the picture. Your goal is to choose the word that has i=/i/ in it. You will need to read the words carefully to make sure your answers make sense. [Collect worksheets to evaluate individual child progress.]

Resources:

Pounds, Allison, Icky, Sticky, Lollipop http://aep0019.wix.com/lesson-designs#!beginning-reading/g4onx

Cushman, Sheila. Tin Man Fix-It. Educational Insights. 1990.

Assessment worksheet: https://www.enchantedlearning.com/phonics/mc/i-short/index.shtml

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