GRACE LOGGINS CTRD 3000
BEGINNING READING DESIGN:
ICKY, ICKY STICKY!
Rationale: This lesson teaches students to recognize the short vowel correspondence i = /i/. As beginning readers, it is important to give the students ways to connect the grapheme to the phoneme. Students will learn to recognize /i/ in oral language by learning a meaningful representation (Icky, Icky Sticky!), spelling words containing i, and by recognizing i = /i/ in words. Students will practice spelling the /i/ sound with letterboxes and identify the /i/ sound in the decodable book
Materials: graphic image of sticky gum; hand gesture of shaking icky sticky hands; tongue tickler: “Izzy the insect is in the igloo,” cover up critter; whiteboard or smart board for modeling LBL lesson; letters for LBL: i, t, k, d, b, s , l, m, c, h, f, s, r ; spelling words: kid, dig, slim, chin, brick, fist and click; poster with brick; decodable book: Tin Man Fix It! ; assessment worksheet (matching words with pictures)
Procedures:
1) To begin, introduce the lesson by showing students the picture of the shoe with the ‘Icky, icky sticky’ gum on it. Say: We are going to learn about short i and the sound /i/ it makes when it is in words by itself. Have you ever gotten anything really sticky on your shoes or hands? I know when I get something sticky on me I say, Icky, icky sticky! [Model the hand gesture while saying this] For more practice, you can say the tongue tickler: “Izzy the insect is in the igloo.” Ask students to say it along with you the second time. Tell the students to stretch out the /i/ in every word. “Iiiiizzy the iiiinsect iiis iiiin the iiigloo.”
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, my lips make a little stretched out smile and my mouth is open. [Make vocal gesture for /i/.] I’ll show you first: Big. I heard icky, icky sticky /i/ sound. I felt my lips make a stretched-out smile and my mouth was open. Now I’m going to see if it’s in Tall. Hmm, I didn’t hear the icky, icky sticky sound. My mouth didn’t make a stretched-out smile. Now you try. If you hear /i/ say, “Icky, icky sticky!” If you don’t hear /i/ say, “I don’t hear it.” Is it in sit, pot, kiss, puppy, stick, or rat? [Have children stretch out their lips when they hear the icky sticky /i/.]
3) Now we're going to try spelling some words with our icky, icky sticky /i/ sound. We will be spelling these words using our letterboxes and our letter tiles. I am going to spell the word "trim". I can trim my hair. To spell trim in letterboxes, first I need to know how many phonemes I have in the word, so I will stretch it out and count: /t/ /r/ /i/ /m/. I need four boxes. I heard that /i/ just before the /m/ so I’m going to put an i in the third box. The /i/ is the icky, icky sticky sound! TTT; that is the "t" sound, so I know to put a “t" in my first square. Triiim. Next, I hear the "rrr" sound. That is the sound an "r" makes, so I know to put an r in the next box. Now let’s say it slowly. Tttriimm. Trim! Now you're going to try it. [Point to letters in boxes when stretching out the word: /t//r//i//m/.
4) Say: Now let’s spell some words with /i/ using letterboxes. First, we will start out with two boxes for ‘it.’ Like, ‘it is cold today.’ What should go in the first box? (respond to answer) Now, what about the second box? (observe) Next, you will need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /i/ in the word. Here’s the word: bib, babies wear a bib when they eat. [Allow children to spell remaining words: kid, dig, slim, chin, brick, fist and click] Now it is time to check your work! Watch how I spell it in my letterboxes on the board: i - t and see if you’ve spelled it the same way. Try another with three boxes: b-i-b ; Remember to put a bib on the baby. [Repeat this step for each new word.] Next make sure to ask the question, “Did you remember to spell /k/ with a ck?” Now let’s try four phonemes: click; the phone made a click when I answered it. [Continue to monitor progress and add assistance if needed.]
5) Say: Now I am going to let you read the words you have spelled, but first I will show you how I would read a tough word. [Display poster with brick on the top and model reading the word.] I am going to start with the i; that part says /i/. Now I’m going to use a cover-up critter to get the first part. /b/ /r/ = /ck/. Now, I am going to put the beginning letters with it: b-r-i, briii Now, I will put the chunk together with the last sound. Brick. Brick! Like we can use bricks to build something. Now it’s your turn. [Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
6) Say: You have done a great job reading words with /i/! Next, let’s read a story with our new sound, we are going to read Tin Man Fix It! In this story, Tim the tin man has a friend named Jim. One day, a boy named Sid hits Tim, oh no! Can Jim fix Tim? Let’s read and find out! [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads the story aloud together, and stops between page turns to discuss the plot.] Remind students to use their cover critters when they come to a word they do not know. Next, tell them to crosscheck their reading to make sure the sentence makes sense. If further assistance is needed, let the children know to come to you for help.
7) Say: Wasn’t that a fun story! What was the big kid’s name? Right, Sid! Was Jim able to fix Tim? Yes, he did! Next, say: Before we finish up with our lesson, I want to see how you can solve a reading problem. On this worksheet, you will select the word that goes with the picture and write that word beneath the picture. Make sure to check your answers!
Resources:
Bruce Murray, The Reading Genie
Book: Tin Man Fix It, written by Sheila Cushman
