Rationale: This lesson teaches children about the short vowel correspondence i = /i/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In
this lesson children will learn to recognize, spell, and read words containing the spelling i = /i/. They will learn a meaningful representation (“icky sticky I”), 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:
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Image of something that is “icky sticky” (ex: the photo above)
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Cover-up critter
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Whiteboard or paper/pencil
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Elkonin boxes for modeling and for the students
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List of spelling words: bib, dig, sit, him, tin, thin, skin, skid, stick
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Decodable text “Liz is Six”
Procedures:
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Say: In order to become expert readers, we need to learn the code that tells us how to pronounce words. Today we are going to learn about short I. When I say /i/ I think of icky sticky fingers. (Do motion and show picture above).
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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 feel my mouth open a little bit and my tongue lays on the bottom of my mouth. I’ll show you first: stick. I felt the mouth movement of the short I. Now let’s try it with a different word: spine. Hmmm, I didn’t hear the icky sticky sound. Now you try, if you hear /i/, make this motion with your hands (make motion in the picture above). If you don’t hear /i/, say “That’s not it.” Is it in bib? sat? tin? snow?
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Say: Now let’s try spelling with our icky sticky /i/. First, I’m going to remind you how to use our letterboxes. Let’s start by spelling sit. This is a three box word. So let’s start with adding our icky /i/. _ i _. Now let’s add our beginning letter “s”. Now we’re going to combine the first two letters and get “si”. Finally we have to add our ending sound, /t/ in the last box. When we combine them all, we get s-i-t (sit).
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Say: Okay, now it’s your 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 students as they spell]. Time to see if it matches mine. d-i-g. Let’s try another word with three boxes, tin. “I see a tin can at the store”. [Have a volunteer come to the front and spell the word tin]. Repeat this step for all new words. Say: Let’s try spelling a word with 4 letterboxes: stick. “I gave my dog a stick”. One more then we are done spelling for the day. Our last word is drink; “I like to drink water every day”. Remember to stretch it out to get this tough word.
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Say: Now I’m going to let you read the words you’ve spelled. First, let me show you how I would read a tough word. [Write the word skin on the whiteboard and model how to read the word]. First I’m going to look for my icky sticky I. Now that I know my word has the icky sticky /i/ in it, I’m going to cover up my word and uncover my word little by little using my cover-up critter (popsicle stick with googly eyes). /s/ + /k/ = sk. Now I add my icky sticky /i/ and get ski. Finally, I add my ending letter /n/. That’s it! Now it’s your turn, everyone do it together. [have students read a list of words in unison, and then call on individual students to read one of the words on the list, continue until each student has successfully read a word with icky sticky /i/]
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Say: you’ve done a great job with spelling our new words with icky sticky /i/. Now we’re going to read a book called “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 and see if they can catch the ball with Liz’s new mitt! Let’s find a partner and read our new story. [Have students pair up and read, then have the class read it together and discuss what is happening as we read.]
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Say: That was a fun story. Did we find out if Liz caught the ball with her new mitt? Before we finish our lesson on icky sticky /i/, I want to do an activity. [pass out assignment sheet and collect all worksheets when finished.]
Resources:
Hannah Pierce, Icky I says /i/.
https://hpierce1996.wixsite.com/readingdesign/beginning-reading-design-1
Assessment Worksheet
Bruce Murray, Oh, I didn't know!
Beginning Reading Lesson
Advancements Page