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Icky Sticky I

   By: Mary Madison Foshee

 

Rationale: This lesson teaches about the vowel correspondence i=/i/. In order to read, children must recognize spellings that map word pronunciations. In this lesson, students will learn the correspondence and then apply it to spelling in letterboxes and reading of words containing that correspondence. They will then read a decodable text that emphasizes the i=/i/ correspondence.

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Materials: 

-letterboxes

-letter tiles-b, i, g, f, a, t,  l, p, d, r, s, t, h, e, n, k

-smart board/powerpoint with a slide for each word in pig print

-decodable text -Liz is Six

-worksheet for assessment

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Procedures:

  1. Say: In order to become expert readers, we need to learn to learn the code that tell us how to pronounce words. We have already learned how to read words that have the short a like bad and cat. Today we are going to learn about one of the sounds that i makes. When I hear /i/, I think of having something icky and sticky stuck on my hands. Pretend that you are shaking off all the icky sticky off your hands. (use hand gesture)

  2. Say: Before we can learn to spell words, we need to learn to listen for it in things we hear. When I make the /i/ sound my mouth gets a little wider (point to corners of mouth emphasizing it) like I’m smiling. When we make the sound, our mouth is open and our tongue stays behind our teeth. I’ll show you how to find the icky sticky sound in words. Liiiip. Liiiip. I hear the icky sticky /i/ sound. Lll-iiii, there it is, ppp. I found it when my mouth was open and my tongue was behind my teeth. Now I want you to try. Do you hear /i/ in sit or hop? In five or six? In dip or drench?

  3. Say: Now we are going to start spelling word that have the /i/ sound in them. Everybody take out your letterboxes and letter tiles. I am going to show you how I spell drink. He took a big gulp of his drink after he finished eating his food. For this word we need five letter boxes because there are five sounds in this word. I hear the /i/ sound before the nk so I am going to put the /i/ in the third letterbox. Now we just need to figure out what letters come before and after our icky sticky sound. At the beginning of the word I hear /d/ which means that will be the first letter. /d/ rrrr I think the next letter is going to be an r because I hear the /r/ sound. Next, is our icky sticky /i/ so we hear dddrrriii. Next I hear ddrrrriii-nnnn. I am going to put an n after the /i/. Dddrrriinnn-kkk. I hear a /k/ sound at the end so I am going to put a k in the last box. Drink. (add a letter tile to each box as you determine what letter is needed)

  4. ay: Now I am going to have you spell some words in our letterboxes. We will start with only three boxes spelling the word [big]. What do you think goes in the first box? (Respond to children’s answers). Now what do we hear in the middle? (Wait for students to answer). And lastly what letter goes in the last box? (Wait for answers). I’ll walk around and check everyone’s spellings. (Observe progress).  The next word is fat and you will only need three boxes again. The pig was so fat that he could run around in the mud. (Give time for children to spell words on their own). It’s time to check our work! (Have big letterboxes on the board and model how you spell it). For the next, word we are going to add a box so we will have four boxes total. The word is list. My mom made a list of everything she needed at the store. (Wait for them to spell). Now can I have a volunteer come and spell [list] on the big letterboxes on the board. Now for our next word, make sure you are listening to see if it has the icky sticky /i/ sound. Some words might trick you! The next word is help. The student asks the teacher for help on their homework. (Allow time for them to spell). Did you hear the icky sticky /i/ in this word? No! We hear the /e/ sound like the e sometimes makes. (Model spelling on board). Good job figuring out that tricky one. For this last one we will need all six boxes. The word is sprint. He sprinted across the field to catch the winning touchdown at the game. (Leave time for spelling). Now who thinks they can come spell this on the board for everyone? (Let student spell for class).

  5. Now we are going to read the words we spelled, but first I will show you how I will try and read a tough word. (Start PowerPoint with words on each slide). (Model how to read the word [drink]. First I see there is an /i/ in the middle which makes the icky sticky sound. Now that I know that I look at the beginning and see a /d/. Dddd, next I see the /r/ sound. Ddrrr-then there is that icky sticky /i/-iiii. Dddrriii. Next I see the /n/ sound. Ddrriinnn. And lastly I see the k which makes a /k/ sound. Dddrriiinnnkkk. Drink. That’s it! Drink. Can everyone say it with me? (Have everyone say it in together. After saying it together, go through each word and have children say it together. Then have individual students read one word until everyone has had a chance to read one of the words by themselves.)

  6.  Say: Now that we have done such a great job spelling and reading those words, we are going to read a book called Liz is Six. This book is about a girl named Liz and it is her birthday! Someone gives her a baseball mitt for her birthday and as soon as she gets it she goes to the baseball field to play with her friends. The first person at bat is the Pig. Do you think Liz will be able to catch the ball in her new mitt? We are going to have to read to find out! Everyone find a partner and take turn reading aloud with your partner. (After individual reading, reread the book together as a class aloud, and discuss the plot). 

  7. Pass out worksheet that access their knowledge of the i=/i/ correspondence. This worksheet will give them some letters and their challenge is to make 10 short /i/ words. This will access their ability to spell and read words as they create some of their own.

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Resources:

-Haley Dellaccio-Icky, Sticky, Candy

-worksheet- https://www.education.com/download/worksheet/170941/short-i-challenge.pdf

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