Miss Kaley's
Sweet Reads
I am so Icky and Sticky
A Beginning Reading Lesson
Rationale: This lesson teaches children about the short vowel correspondence i=/i/. Children must learn to recognize the spellings that map word pronunciations in order to read successfully. In this lesson children will learn to recognize, spell, and read words containing the spelling /i/. They will learn a meaningful representation (sticky boy saying icky) 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 sticky boy; cover-up critter; plastic baggy; printed words from our list
for students to pick from to read; whiteboard Elkonin boxes for modeling and individual Elkonin boxes for each student; letter manipulatives for each child and magnetic or letters for teacher: e, g, g, i, n, f, l, l, c, h, c, k, s,w, t, r,; list of spelling words on poster or whiteboard to read: 2 Phonemes:[ egg, in], 3 phonemes: [fill, check], 4 phonems: [ switch], 5 phonemes: [shrink]; decodable text: Lad is Sick and assessment worksheet.
Procedures:
1. Say: In order 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 like ape, for a, and egg, for e. Today we are going to learn about short I When I say /i/ I think of a student saying “Icky this glue made my hands sticky!”[show graphic image].
2. Say: Before we learn about the spelling of /i/, we need to listen for it in some words. When I listen for /i/ in words, I hear i say a icky sound and my lips make a horizontal circle from cheek to cheek like this. [Make vocal gesture for /i/.] I’ll show you first: sprint. I heard i make the icky noise and I felt my lips move toward my cheeks [show the horizontal circle going from cheek to cheek]. There is a short i in sprint. Now I’m going to see if it’s in glide. Hmm, I didn’t hear i make the icky noise, and my lips didn’t move toward my cheeks. Now you try. If you hear /i/ say, “Icky, the glue made my hands sticky!” If you don’t hear /i/ say, “No says I.” Is it in crib, spent, pink, bank, fling, list? [Have students point to both cheeks when they hear /i/ make the icky noise.]
3. Say: Now let’s look at the spelling of /i/ that we’ll learn today. We spell i very simple, i. [Write i on the board.] What if I want to spell the word shrink? “My pants always shrink when my mom dries them.” Shrink means make smaller in this sentence. To spell shrink in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /sh//r//i/n//k/. I need five boxes. I heard that /i/ just before the /n/ so I’m going to put an i in the third box. The word starts off a little tricky, I hear shh like someone is telling me to be quiet... so s and h together will represent the first box as /sh/; I need an s and h., /sh//r//i//n//k/. I think I heard a roaring /r/ so I’ll put a r right after the sh. I have two boxes left, let’s really stretch this last part, some people tend to get the placement of n and k mixed up.,. [Point to letters in boxes when stretching out the word: /sh//r//i/n//k/]. I hear an n before k, so I will put n in the fourth box, and k in the last box!
4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for our short e revew word, egg. An egg is a type of food, "I had a scrambled egg for breakfast." What should go in the first box? [Respond to children’s answers]. What goes in the second box? I’ll check your spelling while I walk around the room. [Observe progress.] In means being inside of something, “When our teacher tells us to come in from the playground we get sad.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /i/ and don’t forget that some letters share a box, depending if they are a diagraph or consonant cluster. Here’s the word: fill, I have to fill in the empty blanks on my test; fill. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: f – i – ll and see if you’ve spelled it the same way. Try a short e review word with three boxes: check; "I will have my parents check my homework before I turn it in." [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Did you all remember to spell /k/ with ck? Now let’s try 4 phonemes. Listen to see if this word has /i/ in it before you spell it: price; The price of the candy bar was $1.00. Did you hear icky sticky i when you read price? No, because we do not spell the short i vowel words with silent e at the end. [volunteer spells it on the front board.] Did you remember to put the silent e outside of the fourth box? Next: switch, this one is a little tricky, friends; remember that tch is a consonant cluster, so all three letters will share one box; "My friend wanted to switch teams during kickball." One more then we’re done with spelling, and this time you need five boxes: shrink; “My pants always shrink when my mom dries them.” Remember to always stretch tough words out to help you through it!
5. Say: Now I am going to let you read the words you have spelled, but first I’ll show you how I would read a tough word. [Display poster with twist on the top and model reading the word.] First I see that the word is is in the middle of this word, which helps me know that this word will be pronounced with icky sticky /i/. I am going to use a cover-up critter to get the first part of the word. [Uncover and belend sequentially before the vowel, then blend with the vowel.] /t/+/w/=/tw/. Now I am going to blend that with /i/=/twi/. Now all that is left is the end, /s/+/t/=/twist/. Twist; that’s right! Now it is your turn, friends, all together now! [Have students read words in unison. After this is complete, let students pick a word from a baggy to say. Do this until everyone has a turn.]
6. Say: You’ve all done a fantastic job reading words with our new short vowel i=/i/. Now we are going to read a book called Lad is Sick. This is a story of a dog named Lad who gets sick. Lad does not feel like playing, or even eating. Let’s all pair up and take turns reading Lad is Sick to see if Lad gets better. [Students pair up and take turns reading alternate pages each while the teacher observes progress. After individual pair reading, the class rereads Lad is Sick aloud together, and stops between pages to discuss the plot.]
7. Say: That was a sad story at first, but the ending was happy! What happened to Lad? Right, he took some medicine and started
feeling better! Before we finish our lesson about i=/i/, I want you to see how well you can point out short i words in this fun coloring activity. Your job is to look for short i words and color them pink, if they are not short I words then you will color them blue. Look to see if you can see a certain animal in your picture when you get finished. [ Collect assessment sheets to evaluate individual child progress.]
Resources:
Murray, G. Oh, I didn’t Know! https://sites.google.com/site/readingwritingconnection/beggingreadingdesign
Murray, B. Lad is Sick. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Assessment worksheet: http://www.superteacherworksheets.com/phonics/short-i-abc_IIIII.pdf
Clip art: http://www.auburn.edu/academic/education/reading_genie/innov/betbezebr.html
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