Getting Icky, Sticky with i

Cora Blue 

 

Rationale: This lesson teaches students about the short vowel correspondence /i/=i. In order to be able to read, students must first learn to recognize the spellings that map word pronunciations.  In this lesson, students will learn to recognize, spell, and read words containing the /i/=i correspondence. They will learn a meaningful representation (icky sticky fingers), 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: Images of ikcy sticky fingers; letterboxes for modeling and for each individual students; letter tiles for the students and magnetic letters for the teacher; cover-up critter; list of spelling words on poster board to read: bid, dip, sit, chick, rip, it, lid, trip; decodable text: Liz is Six and assessment worksheet (see below).  

 

Procedures: 

1. Say: To become expert readers, we need to learn the code that tells us how to pronounce words. We have learned to read short aand short evowel words and today we are going to learn to read words with the short i vowel. When I say /i/ I think of two icky sticky hands being pulled apart. [do motion as you’re saying the sound]

2. Say: Before we learn about the spelling of /i/, we need to listen for it in a few words. When I listen for /i/ in words, I hearisay /i/and my lips open, but my tongue stays down behind my bottom teeth [make the mouth movement for /i/]. I’ll model for you first: bid. I heardisay /i/ and felt my lips open and tongue stay behind my bottom teeth. There is aniin bid. Now let’s see if there is a short iin sad. I didn’t hear isay /i/ and my tongue didn’t drop down below my bottom teeth. Now you try. Do you hear/i/=i in dipor lap? chickor pike?sitor sight? Have students answer.

3. Say: Let’s look now at the spelling of /i/ that we will learn today. What if I want to spell the word rip? “I have a rip in my homework sheet.” Rip means tear or a cut in this sentence. To spell ripin letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /r/ /i//p/. I need 3 letterboxes. I heard the /i/ just before the /p/, so I am going to put aniin the 2ndletterbox. The word starts with a growling r, so I’ll put anrin the first letter box. I have one empty box now. [point to letters in box when stretching: /r/ /i/ /p/]. The /p/=p is what I am missing.  

4. Say: Now I am going to have you spell some words in letterboxes. You’ll start out easy with two letterboxes for it. “I gotit.” 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/. Here’s the word: sit. “Please sitin your seat.” [Allow children to spell words]. Time to check your work. Watch how I spell it in my letterboxes on the board: s-i-t and see if you have spelled it the same way. Try another with three boxes: lid; “Put thelidon the box.” [Have a volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Now we’re going to try 4 phonemes: trip “We’re going on a beach trip.” One more then we’re done spelling and this time you need five boxes: blink. “My eyes blink on their own.” Remember to stretch it out to get this tough word. 

5. 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 poster with trip on the top and model reading the word]. First, I see the vowel i. It must say /i/. I am going to use a cover-up to get the first part. [uncover and blend sequentially before the vowel, then blend with the vowel.] /t/ /r/= /tr/. Now I am going to blend it with that with /i/= /tri/. Now all I need is the end, /p/= /trip/. trip; That’s it. Now it’s your turn, everybody together. [have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]

6. Say: You’ve done a great job reading words with our new spelling for /i/=i. Now we are going to read a book calledLiz is Six. In this story, a little girl named Liz is having a birthday party for her 6thbirthday. She has opened her presents and she get a big mitt or baseball glove that she can’t wait to play with. She plays a game of baseball and her friend the pig is at bat. The pig hits it…we will have to read the rest of the story to find out what happens when the pig hits the ball. Let’s pair up and take turns reading Liz is Six to find out what happens with the pigs hit. [children pair up and take turns reading alternate pages each while the teacher walks around the room monitoring progress. After individual paired reading, the class rereads Liz is Six aloud together, and stops between page turns to discuss the plot.]

7. Say: That was a fun story. What happened after the pig hit the ball? Right, Liz catches it in her new glove and then she takes a turn to hit. Before we finish up with our lesson about /i/=i, I want to see how you can solve a reading problem. On this worksheet, we have to circle the words that have our /i/ sound in them. Then we will put them in ABC order. [collect worksheet to evaluate individual child progress.]

 

Resources:

Molly, Kubucki, Aaaaa! Goes the Rollercoaster

https://mollykubicki.wixsite.com/mysite-2/begining-reading

 

Assessment worksheet:

https://www.superteacherworksheets.com/phonics/short-i-abc_IIIII.pdf?up=1466611200

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