Icky, Sticky!
Rationale: This lesson is to teach students to recognize the short vowel correspondence i = /i/. As students learn to read, it is important to give them ways to connect the grapheme to the phoneme. Students will learn to recognize /i/ in spoken language by learning a meaningful representation for it (Icky, Sticky!), spelling words that have /i/, and by recognizing i = /i/ in words. Students will practice spelling the /i/ sound with letterboxes and to identify the /i/ sound in the decodable story.
Materials:
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Image of sticky lollipops
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Hand gesture of shaking icky sticky hands
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Tongue tickler “Izzy needs ice skates in the igloo”
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Cover-up critter
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Whiteboard for modeling in LBL lesson
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Letters for LBL: b, d, f, g, h, I, k, l, m, n, p, r, w
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Spelling words: hid, sat, dip, wink, help, fling and blimp
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Poster with blimp
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Decodable story: Pig in a Bag
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Assessment worksheet
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Glue sticks, scissors, and pencils for each child
Procedures:
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First, introduce the lesson by showing the students the picture of the little girl eating the ‘Icky, Sticky’ lollipop. Say: We are going to learn about short I and the sound /i/ makes when it is in words by itself today. Have you ever gotten something really sticky on your hands? (let children answer or nod their heads) I know when I get something sticky on me, I say Icky, Sticky! [model the shaking hands hand gesture while saying this]. For more practice, you can say the tongue tickler: “Izzy needs ice skates in the igloo.” Get students to say it along with you the second time and tell the students to stretch out the /i/ in every word. “Iiizzy needs iiice skates iiin the iiigloo.”
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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, my lips make a little stretched out smile and my mouth is open. [make a vocal gesture with your mouth for /i/] I’ll show you first: dig. I heard that icky, sticky /i/ sound. I felt my lops make a stretched-out smile and my mouth was open. Now I am going to see if it’s in this: hall. Hmm, I didn’t hear that icky, sticky sound in that word. My mouth didn’t make that stretched out smile. Now your turn! If you hear /i/ say “Icky, Sticky!”, if you don’t hear /i/ say, “I don’t hear it.” Is it in sat? Pit? Grow? Slip? Row? Twist? Good Job!
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Now, we are going to try spelling some words with our icky, sticky /i/ sound. We will be spelling these words using our letterboxes and letter tiles. I am going to spell the word “skin”. We all have skin. Before we spell skin in letterboxes, we first need to know how many phonemes are in the word, so we will stretch it out and count: /s/ /k/ /i/ /n/. I need four letterboxes. I heard that /i/ just before the /n/, so I am going to put an i in the third box and my n in that last box. The /i/ is that icky, sticky sound! SSS, that is the s sound. So, I know I put my s in my first square. Sskkiiinn. I hear that k sound, that is the sound a k makes. So, I know I put a k in the next box. Let’s say it slowly now, ssskkkiiinnn. [point to letters in boxes as you stretch out the word] Skin! Now you are going to try it by yourself!
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Say: Now let’s spell some words with the /i/ using letterboxes. First, we will start out with two boxes for ‘it’. Like, ‘it is hot outside’. What should go in our first box? (respond to answer) Now, what about the second box? (observe the children’s answers) Now we check your words! Remember how I spelled it in my letterboxes on the board: i-t. Let’s see if you’ve spelled it the same way. Good job! Next, you will need three letterboxes for this word. Listen for the beginning sound to know what goes in the first box. Then listen for the /i/ in the word. Here’s the word: dig, like you can dig a hole in the sand. Now, you try it! [allow children to spell the remaining words: hid, win, dip, wink, trim, and fling. Continue to monitor progress and add assistance if needed]
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Say: Now I am going to let you read the words you just spelled, but first, I will show you how I would read a tough word. [Display poster with blimp on the top and model reading the word] I am going to start with the ii; that part says /i/. Now, I am going to use a cover-up critter to get the first part. /bl/ - /m/ /p/. Now, I am going to put the beginning letters with my /i/ sound: bl-I, bliii. Now I will put the chunk together with the last letters. Bli-mp. Blimp! Like we can watch the big blimp fly in the air. Now it’s your turn! [call children up one at the time and have them read the list of words they just spelled].
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Say: You have all done such a good job reading words with /i/! Next, we are going to read a story that has our new sound in it, “Pig in a Bag”. Tim is having his tenth birthday. Wait until you see what Ben is giving him! [children pair up and take turns reading alternative pages each while the teacher walks around the room monitoring progress. After each individual pair is done reading, the class rereads the story together aloud, and stops between pages to discuss the plot.] remind students to use their cover-up critters when they come to a word they don’t know. Also, tell them to crosscheck their reading to make sure their sentence makes sense. If they need help after trying both of these methods, tell them to come to you for help.
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Say: That was a cute story! Were they able to find a fit for the hat? Yes! Before we finish up with our lesson, I want to make sure you can solve this reading problem. On this worksheet, you figure out which words have out /i/ and which words do not. Make sure you check your answers!
Resources:
Grace Loggins, Icky, Icky Sticky!
https://sgloggins17.wixsite.com/mysite-1/beginning-reading
Assessment worksheet
https://www.superteacherworksheets.com/phonics-long-short-i/short-i-word-sort.pdf?up=1561531373
Book: Pig in a Bag from Lad and His Pals
https://www.amazon.com/Bruce-A.-Murray/e/B07VH5LHWG
Little girl eating a lollipop
https://www.freepik.com/premium-photo/little-girl-eating-lollipop_4423595.htm
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Contact me: Sarah Massey