Rationale: In this lesson children will learn the short vowel correspondence i=/i/. In order to read at a beginning reading level students will need to be able to recognize the phoneme /i/ which corresponds with the grapheme i. In order to learn the phoneme students will need to recognize and read words that contain this grapheme. In order to do this they will see the meaningful representation that says, “Ice cream is icky sticky!”. We will complete a Letterbox lesson, and read a decodable book to learn the grapheme i = /i/.

 

Materials: Graphic of a sticky ice cream cone, individual whiteboards for students with tongue tickler: The important Indian was ill with injuries inside the igloo, poster with the spelling words and pseudowords bill, big, swim, twin, skim, disk, mint, drink, disk, gink, zim, ting, letterboxes, letterbox tiles b, i, l, g, s, w, n, t, n, k, d, p, r, g, z, pencil, projector screen from computer, decodable book: Liz is Six, assessment worksheet

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Procedures:

1.  Say: “To become an expert reader, we need to learn that words are mapped out by its spelling. We are going to work on learning all of phonemes so that we will be able to read the words in texts. Today we are going to learn a new sound, short i. We can remember this because it sounds like what we would say if we had some icky, sticky dripping ice cream on our hands. Show the illustration and hand gesture while stretching out the /i/ sound. Now let’s do it together: /iiiiiiiii/ while stretching your hands apart.

2. Say:  Before we start to spell words with /i/ let’s say a fun tongue tickler. This tongue tickler is about a man that lives in an igloo! Do you know what an igloo is? It's a house made of ice! Lets see what the man in the igloo does. The important Indian was ill with injuries inside the igloo. Lets break that up iii-mportnat iii-ndian was iii-ll with iii-njuries iii-nside the iii-gloo. Read it while emphasizing the /i/ sound. Have the students repeat the tongue ticker multiple times.

3. Say: Now let’s practice hearing the /i/ sound in different words. When you say i, I can feel my mouth open but my tongue stays low /i/ /i/ /i/. Let’s listen for the /i/ sound in different words. B-iiii-ll I heard it! When we hear /i/ let’s do our hand gesture with it. B-iiii-g. S-w-iiii-m. Now I am going to say two different words and I want you to tell me which word you hear /i/ in. Pink or Blue. You’re right! Pink. Say Drink or Lunch. Show me your icky sticky hands if you hear /i/ summer. Show me your icky sticky hands if you hear /i/ in winter.

4. Say: I’m going to have you spell some words in letterboxes. We are going to practice spelling words that have /i/ in them. I am going to try a word first: big. I am going to sound it out bbbb-iiii-ggg. First I heard /b/ so let’s place a b in the first box, what do we hear next? you’re right that’s our icky sticky /iiii/ so put down the letter i, and last a /g/. Now it is your time to try a couple words. Give a variety of words and review words for the children to spell out on their letterboxes: bat, see, disk, mint,west, skim, drink, bill​​​

5. Say: For this next activity I want to practice the words we just spelled in our letterboxes. Show the poster of the words and let the students read through each word. Add a few pseudowords (ting and zim) into the list to challenge your student and see if they have learned the correspondence.

6. Say: Awesome job! Now I think you are ready to read a book. Our book is called Liz is Six. Say: “This story is about a young girl named Liz. Liz is celebrating her birthday and she has turned 6. One of her birthday presents is a baseball mitt. Liz and her animal friends are playing ball. When Liz is up for bat, she hits it towards pig… do you think the pig will be able to catch the ball and end the game? To find out what happens, finish the rest of Liz is Six Remember as we read to pay close attention to our icky sticky letter i.” 

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Assessment:

Activity That was a fun story!  What was your favorite part? Before we finish up our lesson on the icky, sticky /i/, I want to see if you can spot out the sound /i/ in words. On this worksheet, we have words that have the /i/ sound, and words that don’t.  Read each word and follow the directions to figure out what the picture is supposed to be. Read the words carefully to make sure your answers make sense. [Collect worksheets to evaluate individual child progress.]

 

 

 

References: 

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Cushman, Sheila. Liz is Six.  Educational Insights. Carson, CA:  1990.

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Jones, C. i is icky sticky! Reading Genie

https://casspjones2016.wixsite.com/mysite/beginning-reading

 

Jayme Moorer’s Icky Sticky Syrup

https://jlm0104.wixsite.com/readingdesigns/beginning-reading-design

 

Assessment Worksheet

https://www.education.com/worksheet/article/meet-word-family-short-i/