Icky I says /i/
Beginning Reading Design
Rationale: This lesson teaches students the short vowel i=/i/. In order for children to be able to read, they must be able to recognize the spellings that word map pronunciations. This lesson will teach students how to recognize, spell, and read words that contain the i= /i/ spelling or sound. They will learn a new saying/ visual representation to help them remember i= /i/ (icky sticky), practice spelling words with /i/ in a letterbox lesson, and they will read a decodable book that focuses on the correspondence i= /i/.
Materials: Picture representing “icky sticky”, LBL materials (letter manipulatives, words, and the paper boxes); cover up critters, white board and markers, decodable book Liz is Six, and a worksheet for assessment.
Procedures:
1.Say: in order to become expert readers, we have to learn the codes that will tell us how to say words. We are going to learn a new short vowel today. We’ve already learned about a= /a/ like I hat. Today we are going to learn i= /i/. When I say /i/, I think of having icky sticky fingers. [Show picture and do motion.]
2.Say: Before we can use our letterboxes and begin spelling new words, we have to practice hearing /i/ in some different words. When I listen for /i/ in words, I hear the icky i. I’ll show you first: fish. I heard the icky /i/ in fish. Now you try. If you hear the icky /i/ in any of these words I want you to do our icky sticky hand motions. [Show hand motion again]. Ready? Is our icky /i/ in big, set, top, six, lick, hat? [Look for students doing motions].
3. Say: Now let’s try spelling with our icky/i/. First I’m going to remind you how to use our letterboxes from last week. Let’s start by spelling fish. This is a three box word. So let’s start with adding our icky /i/. _____ ___i___ _____; now let’s add our beginning letter f. Now we’re going to combine the first two letters and get fi. Finally we have to add our ending /sh/ in the last box. When we combine all of them f-i-s-h we get fish.
4. Say: Okay, now it’s you guys turn to practice spelling with our letterboxes. The first word needs 3 letterboxes. The word is dig. I’m going to dig a hole in my backyard. [Walk around and observe while they spell.] Time to check your work! I’m going to spell the word in my letterboxes on the board and you check to see if yours matches mine. d-i-g. Let’s try another word with 3 boxes; tip; I use the tip of my pencil to write on my paper. [Have a volunteer come to the front and spell the word in the letterboxes on the board. Repeat this step for all new words.] Let’s try spelling a word with 4 letterboxes: stick; I picked up a stick in the yard. One more then we’re done spelling for today. Our last word is: drink; I drink milk in the morning with my breakfast. Remember to stretch it out to get this tough word.
5. Say: Now I’m going to let you read the words you’ve just spelled. First, let me show you how I would read a tough word. [Display poster with trip on the top and model how to read the word.] First, I’m going to look for my icky /i/. Now that I know my word has the icky /i/ in it, I’m going to cover up my word and uncover my word little by little. /t/ + /r/ = tr. Now I add my /i/ and get tri. Finally, I add my ending letter /p/. trip; that’s it. Now it’s your turn, everyone together. [Have students read words in unison, and then call on individual students to read one of the words on the list, continue this until every student has read a word.]
6. Say: You’ve done an awesome job with reading and spelling our new words. Now we’re going to read a new book call Liz is Six. This story is about a girl named Liz who is having her sixth birthday party. Her best friend pig is going to play baseball with her after the party and they are going to use Liz’s new mitt to catch the ball. We’ll have to read the book to see if they can catch the ball with Liz’s new mitt. Let’s pair up and read our new story. [Have students pair up and read, then after they have all finished, have the class reread it together and discuss the plot as we read.]
7. Say: That was a fun story. Did Liz catch the ball with her new mitt? Before we finish our lesson on our icky /i/, I want to see if you can identify words with /i/ on them on this worksheet. [Collect all worksheets when finished.]
Resources:
http://www.tlsbooks.com/pdf/shortiphonograms.pdf
https://www.education.com/worksheet/article/short-sounds-i/
http://www.auburn.edu/academic/education/reading_genie/voyages/brockel.html