Rationale:

This lesson will teach children the correspondence i=/i/. Students will learn to recognize, spell, and read words with this correspondence. They will learn meaningful representations of i=/i/, spell and read words with this correspondence in a Letterbox Lesson, and read a decodable book focusing on i=/i/.

 

Materials:

• Graphic image of “icky, sticky”

• Hand motion of wiping/waving hands to get rid of slime

• Flashcards with the words: if, slid, zig, spit, drink, miss, ship

• Letter Tiles: d, i, p, s, l, z, g, t, r, n, k, m, s

• Letterboxes

• Decodable Book: Tin Man Fix-It

 

Procedures:

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, like when you play with slime. Show graphic image while stretching /i/ and showing hand gesture of waving or wiping hands with a 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 Bob; say Tim. Show your icky sticky hand gesture if you hear /i/ in Bob. Show your icky sticky hand gesture if you hear you hear /i/ in Tim. Say wash; say wish. Show your icky sticky hand gesture if you hear /i/ in wash. 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. Say: 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 if. I like cupcakes if they are chocolate. [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: slid, zig, spit, drink, miss.]

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: if, ship, zig, slid, drink, miss 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 Tin Man Fix-It. [Give booktalk]: Tim and Jim are outside gardening. Tim is a tin man, and Jim is a repair man. Sid is a big kid, and likes to skateboard down the sidewalk. He hits Tim on his skateboard! What will happen to Tim? We will have to read to find out. I want everyone to find a partner. You and your partner will take turns reading Tin Man Fix-It and I want everyone to pay special attention to the words with our icky sticky i.

 

Assessment:

1. To assess the students understanding of the phoneme /i/, students will complete the “Short Vowel i” handout. Students will color the pictures that depict the words with the /i/ sound.

2. Say: I am going to pass out a handout that I want you to complete on your own, without your partner.

3. Say: I am going to pass out a handout that I want you to complete on your own, without your partner. You will read each word and color the picture above it only if the word has an icky sticky /i/ sound. Use your hand gesture to help determine which pictures you should color.

 

References:

Anna Dilworth’s ‘Icky Sticky I’:

https://sites.google.com/site/annasresearchbasedlessonplans/home/beginning-reading-lesson-plan

 

Haley Dellacio’s ‘Icky, Sticky, Candy’:

https://hed0022.wixsite.com/haleydellaccio/beginning-reading

 

Payton Robertson’s ‘Iggy the Silly, Icky, Iguana’:

https://plr0012.wixsite.com/ms-robertson/beginning-reading

 

Assessment Worksheet:                                                       Graphic Image of ‘Icky Sticky’: