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Izzy the Silly, Sticky Iguana

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Rationale:

This lesson teaches children about the short vowel correspondence i=/i/. In order for children to be able to read they 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. They will learn a meaningful representation (trying to get the icky sticky off their 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:

1.     Cover- up critter for student.

2.     Smart board for the teacher (with letters).

3.     Letter boxes for each student (with letter manipulatives, letters: i, t, s, b, r, c, k, n, f, p, d, y, h, g, l.

4.     List of spelling words on poster or whiteboard to read: it, sit, brick, sniff, thing, drink, lift, kick, sticky.

5.     Decodable text: Liz is Six and assessment worksheet (Words with the short I sound).

6.     Pencil and Primary paper.

 

Procedures:

1. Teacher says: “okay class, today were going to work on a new sound. This new sound will help us learn the code that tells us how to pronounce words. We have already learned how to read short vowel words with short /a/ like bat, or short /e/ like beg. Today we are going to learn about short /i/. When I say /i/ I think of having something icky and sticky all over my hands and we are trying to shake it off” (Use a hand gesture.)

2. Teacher says: “Before we learn about the spelling of words with the /i/ sound, we need to listen for it. When I listen for /i/ in words I hear the i, i, silly, icky, iggy sound and my mouth gets a little wider (point to the corners of your mouth drawing it out) kind of like I’m smiling. Also my mouth is open and my tongue is behind my teeth when I make the sound. I’ll show you first: siiiiit. I heard the i, i, silly, icky, iggy sound and I felt my mouth open and my tongue behind my teeth (point to mouth to show it’s open and wide). There is a short /i/ in sit. Now I am going to see if it’s in peg. Hmm, I didn’t hear the i, i, icky sound and my mouth didn’t open and my tongue did not touch behind my teeth. Now you try. If you hear /i/ says, “silly, icky, iggy”. If you don’t hear /i/ say “to the next, to the next”. Is it in rip, fire, dug, mop, six?”

3. Teacher says: “Now we are going to look at the spelling of /i/ that we’ll learn today. We spell /i/ very simply. (Write i on the board). What if I would like you to spell the word: brick? Let’s take out our letterboxes and letters. Our word is brick, “the construction workers came to my school and put the brick down to create a sidewalk.” A brick is a small rectangular block typically used in building. To spell brick in the letterboxes I first need to know how many sounds I have in the word. So I stretch it out and count: /b/ /r/ /i/ /ck/. I need 4 letterboxes. I heard the /i/ just before the /ck/ so I am going to put the i in the third letterbox. At the beginning of the word I hear /b/ which means the b will go in the first letterbox. Then let me say it slowly again, /b/ /r/ /i/ /ck/. I think I heard a /r/ so that will go right after the b in the second letter box. I have one empty box now. (Point to the letters when stretching out the word: /b/ /r/ /i/ /ck/.) I think I hear a /k/ sound. This can be a little tricky cause not only do we need a k to make this sound but we also need the help of c to make that k sound and it goes in front of the k, so therefore we have ck in our fourth and last letterbox. Brick.”

4. Teacher says: “Now I’m going to have you spell some words in our letterboxes. You’ll start out easy with two letterboxes for [it]. What should go in the first box? (Respond to children’s answers). What goes in the second box? (Respond to children’s answers). I’ll check your spelling while I walk around the room. (Observe progress). You will need 3 letterboxes for the next word: [sit]. An example of sit is how you sit in your desks at school on your bottom. “I like when the kids sit so nicely in their desks.” (Allow children to spell words.) Time to check your work! Watch how I spell it in my letterboxes on the board: s – i – t and see if you’ve spelled it the same way. Try another with three boxes: [kick]. The kids kick the ball on the playground. (Have a volunteer spell it in the letterbox on the front board for children to check their own work. (Repeat this for every new word). Next word. Listen to see if this word has /i/ in it before you spell it: [back]. My mom has to go back home after she takes me to school every morning. Did you hear /i/? No! Right, because we don’t hear /i/ say its i, i, silly, icky, iggy sound. let’s try 4 phonemes: [sniff]; I love when I can sniff the flowers in the spring. One more then we are done with spelling, and this time you will need 5 boxes: [drink]; I like to drink water when I am thirsty. Remember to stretch it out to get this tough word.”

5. Teacher says: “Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. (Display poster with brick on the top and model reading the word.) First I see there is an i which is our silly, sticky, iggy /i/. I am going to use a cover up critter to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel.) /b//r/= /br/. Now I am going to blend that with /i/= /bri/. Now all I need is the end, /ck/= /brick/. Brick; that’s it! Now it’s your turn, everyone together. (Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.)

6. Teacher says: “You’ve done an awesome job at reading words with our new spelling for /i/=i. Now we are going to read a book called Liz is Six. In this story we will learn about a little girl named Liz. It is her birthday and she is turning six. She gets a baseball mitt for her birthday and the first thing she does is goes to the baseball field to play with her friends. The pig bats first, will Liz be able to catch the ball in her new mitt? Will the pig catch the ball Liz hits really far? We are going to have to read to find out! Let’s pair up and take turns reading to find out if Liz and the pig will catch the ball. (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 Liz is Six aloud together, and stops between page turns to discuss the plot.)

7. Teacher says: “That was a fun story. Who were the characters in the story? (listen for answers) Right, Liz, the pig, and her friends. What did Liz do? (listen for answers) Right, she hit the ball really far. Before we finish up with our lesson about one way to spell /i/= i, I want to see how you can solve a reading problem by completing this worksheet about our silly, icky, iggy /i/ sound. On this worksheet, we have several pictures for you to look at. First I want you to look at the pictures and pick which of the two words fits the picture. You will want to say the words aloud and listen for i, i, silly, icky, iggy sound. Then once you have circled all the words with the silly, icky, iggy /i/ sound, you color the picture beside your circled answer. Reread all your answers to make sure they all have the silly, icky, iggy /i/ in them. (Collect worksheets to evaluate individual child progress)

 

Resources: 

Web:

Murray, G. Oh, I didn’t Know!

https://auburn.instructure.com/courses/978824/files?preview=84282382

Gilley, K Lizzy the Icky, Sticky, Piggy

http://kk31895.wixsite.com/kgilley0318/beginning-reading-design

 

Assessment Worksheet:

https://s-media-cache-ak0.pinimg.com/564x/76/77/58/767758fc5ac6635367f5b042ebf7a2f3.jpg

 

Book:

Liz is Six. Carson, California. Educational Insights, 1990. Pages:8.