Beginning Reading Design

ICKY STICKY GLUE

A Beginning Reading Lesson

Rationale: This lesson teaches children about short vowel correspondence i=/i/. To be able to read, children must learn to recognize the spellings that map out pronunciations. In this lesson students will learn to recognize, spell, and read words containing the spelling i=/i/. They will learn a meaningful representation (girl with icky sticky hands), 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 girl with icky stick hands
Cover-up critter
Elmo (projector)
Elkonin boxes for modeling and individual Elkonin boxes for each child
Letter manipulatives for each child and teacher: h, i, l, l, s, c, k, p, n, b, m, r, t
List of spelling words on poster or whiteboard to read: hit, sick, pink, blimp, sprint
Decodable text: Tin Man Fix-It
Assessment worksheet: http://www.enchantedlearning.com/phonics/mc/i-short/index.shtml

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 with a like cat, and e like bed, and today we are going to learn about the short vowel i and its sound /i/. When I say /i/ I think of a girl with icky sticky glue on her hands saying “icky 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 the ‘i, i, icky” sound and my mouth gets wider. [make vocal gesture for /i/.] I’ll show you first: sit. I heard that i, i, icky i sound and felt my mouth get wider [make mouth get wider and point to the corners of your mouth]. There is a short i in sit. Now I’m going to see if it’s in cat. Hmm, I didn’t hear i make 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 icky”. If you don’t hear /i/ say, “That’s not it”. Is it in cat, dip, bed, pick, boat, stick? [Have children point to the corners of their stretched mouth when they feel the /i/ say its sound.]

3. Say: What if I want you to spell the word trick? “This Halloween I want to go trick-or-treating.” Trick means to confuse and deceive someone, or to pull a prank on them. 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 boxes. I heard that /i/ just before the /ck/, so I am going to put an i in the 3rd box. The word starts /t/, that’s easy; 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 the letters in boxes when stretching out the word: /t/ /r/ /i/ /ck/.] I heard the /ck/ after the /i/, so I’ll put a ck there because in this work the ck sound is made by putting the letters c and k together.

4. Say: Now I am going to have you spell some words in letterboxes. You’ll start out easy with three boxes for hit. “The baseball player hit the ball.” What should go in the first box? [Respond to children’s answers.] What goes in the second box? What goes in the third box? Remember our ‘iii icky” i sound. I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for this next word too. Listen for the beginning sound that goes in the first box. Then listen for the /i/. Here’s the word: sick, Tina missed school Tuesday because she was sick; sick. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the Elmo projector: s-i-c-k and see if you’ve spelled it the same way. Try one with four letterboxes: pink; That pig is pink. [Have a volunteer spell it in the letterboxes using the Elmo projector for the children to check their work. Repeat this for each new word.] Now let’s try five phonemes: blimp; I saw a big blimp in the sky. One more and then we’re done with spelling, and this time you need six boxes; sprint; I like to spring up the hill.

3 letterboxes: hit, sick

4 letterboxes: pink

5 letterboxes: blimp

6 letterboxes: sprint

5. Say: Now I am going to let you read the words you’ve just spelled, but first ill show you how I would read a tough word. [Display poster with sprint on the top and model reading the word.] First I see there’s the i in the middle- there’s my icky stick /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/ /p/= /sp/ +/r/ = /spr/. Now I am going to blend that with /i/= /spri/. Now all I need the next letter which is n. /spri/ + /n/ = /sprin/. Now all I need is the end, /t/= /sprint/. Sprint; that’s it. Now it’s your turn, everyone together. [Have the 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 at reading words with i says /i/. Now we are going to read a book called Tin Man Fix-It. Tim is a tin man. Tim has a friend named Jim who can fix things. One day Jim and Tim are planting things in their garden when a big boy name Sid comes riding by on his skateboard. Sid looses control of his skateboard and runs over Tim breaking him into pieces. Let’s pair up and take turns reading Tin Man Fix-It to find out if Jim will be able to fix his friend Tim. [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 Tin Man Fix-It aloud together, and stops between page turns to discuss the plot.]

7. Say: That was a fun story. Was Jim able to fix his friend Tim? Right, he was able to fix Tim. What did he use to fix Tim? Right, his tools he had in his toolbox. Before we finish up with out lesson on the icky, sticky, i that says /i/, I want to see how you can solve a reading problem. On this worksheet each box has a picture and three words that represent the picture. Your job is to choose a word from the three words that has the /i/ sound. Try reading each of the three word sets aloud and listen for the /i/ sound. [Collect the worksheets to evaluate the individual student’s progress on detecting the short vowel i.]

References:

Assessment worksheet:

http://www.enchantedlearning.com/phonics/mc/i-short/index.shtml

Bruce Murray: Oh, I didn’t know!

https://auburn.instructure.com/courses/978825/pages/lesson-design-materials

Jessica Sullivan: Icky! My Ice Cream is Icky Sticky!!!!!

http://jps0033.wixsite.com/jpsullivanportfolio/beginning-reading

Gabrielle Le Jean Guyette: Icky, Sticky, Lollipop

http://gabrielleguyettelessondesign.weebly.com/beginning-reading.html

Website:

http://www.auburn.edu/academic/education/reading_genie/

Image: