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Izzy’s Icky, Sticky Honey

Beginning Reading Lesson

Jenna Wilson

Rationale: This lesson teaches children about the short vowel 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 hands from a honey) along with a hand gesture of shaking our hands trying to get the icky sticky off, repeat a tongue tickler filled with /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:

  • Icky Sticky short i phoneme picture (attached)

          URL: http://www.auburn.edu/academic/education/reading_genie/phonpics.html

  • Chart with tongue tickler “Icky Izzy was Interested in the Insect.” (attached)

  • CoverUp Critter

  • Whiteboard or SmartBoard Elkonin boxes for modeling

  • Individual Elkonin boxes for each student

  • Letter manipulatives for each student and magnetic or SmartBoard letters for teacher: a, c, c, d, e, f, g, h, i, k, l, m, n, p, r, s, t, w

  • List of letterbox words on whiteboard or poster to read- words: kit, lap, fim, dig, wish, pick, nest, spit, gift (attached)

  • Decodable text: Liz is Six (1 book for each pair of students)

  • SmartBoard

  • Type the word crick in a word document to project on SmartBoard (attached)

  • Assessment Worksheet (1 worksheet per student)

         URL:   http://www.funfonix.com/worksheets/book1_page18.php

 

 

Procedures:

1. Say: Our written language is a secret code. It can be tricky at times because we may not know what letters stand for-the mouth moves we make as we say words. We have learned short vowel words with “a” and “e.” Today we are going to learn the short vowel i=/i/. When I say /i/ I think of an icky, sticky, honey that I have touched and made my fingers all sticky! [Show the short i phoneme picture on SmartBoard.]

2. Say: Let’s pretend to have icky sticky fingers from touching a honey by making the icky sticky /i/ sound, /i/, /i/, /i/. First, we need to put our hands out to the side and open them facing the ground. Once you open your hands you will shake them like you just touched something sticky and say /i/. Do you notice the position of your mouth when you say /i/? Our mouth is wider, open, and our tongue is lowered as we say /i/.

3. Say: Let’s try a tongue tickler. [Show picture of Tongue Tickler on SmartBoard.] There was a boy named Izzy and he loved the outdoors. Izzy found an insect outside and “Icky Izzy was Interested in the Insect.” Everybody say it three times together. Now say it again, and this time stretch out the /i/ at the beginning of the words with your icky sticky hands. “Iiiicky Iiiizzy was Iiiinterested iiiin the Iiiinsect” Try it again, and this time break it off the word: “/i/cky /i/zzy was /i/nterested /i/n the /i/nsect.” Great job!

4. Say: Before we learn about the spelling of /i/, we need to listen for it in some words. When I am listening for /i/ in words, remember our mouths get wider and is open. [Make voacal gesture for/i/.] I’ll show you first: lit. I heard the iiicky sticky honey/i/ and my mouth getting bigger as I said lit. There is a short i in lit. Now I am going to see if it is in bag. Hmm, I didn’t hear the icky i sound and my mouth didn’t get wider. Now you try. If you hear the /i/ sound I want you to show me the icky, sticky honey /i/ with your hands. If you don’t hear /i/, say “That’s not it.” I want you to put your fingers on the corner of your mouth, too, so you can feel your mouth stretch when it makes the /i/ sound. Is it in rap, pest, pit, fist, ditch, neck?

5. [Get out Elkonin boxes for modeling.] Say: What if I want to spell the word “crick?” “Ohhh, I have a crick in my neck!” A crick is a painful and stiff feeling in the neck or back. It may happen if you twisted your neck in a weird way or slept in a funny position in bed. To spell crick in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count; /c//r//i//ck/. I need 4 boxes. I heard that /i/ just before the /ck/, so I am going to put that in in the 3rd box. The word starts with /c/, that’s easy; I need a “c.” Now I am going to say it slowly, /c//r//i//ck/. I heard an “r” so I am going to put an “r” right after the “c”. I have one box left after the /i/ now. [Point to the letters in the boxes while stretching out the word]. /c//r//i//ck/. I heard the /ck/ sound after the /i/, we will put a “ck” there, because in this word the “ck’ sound is made by putting the letter “c” and “k” together. /c//r//i//ck/, crick! Great job spelling out ”crick!”

 

6. [Distribute Elkonin boxes to each student.] Say: Now I’m going to have you spell some words in letterboxes. You will start with 3 boxes for “kit.” “The teacher will use the experiment kit in science today.” What goes in the first box? [Respond to children’s answers] What about in the second box? Third? I’ll check your spelling while I walk around the room. [Observe progress].  Listen for that /i/ sound. Now try another 3-box word. This one is “lap.” Johnny ran a lap around the track.” [Allow children to spell the word]. Time to check your work. Watch how I spell it in my letterboxes: l-a-p and see if you spelled it the same way. I didn’t hear the icky sticky honey /i/ in that word. Now I have a 4-box word. It is “nest.” “There was a bird’s nest in our mailbox.” [Have a volunteer spell it in the letterbox on the board for children to check their work.][Allow children to spell remaining words, giving sentences and the correct number of letter boxes for each word; Have a child model on the board how to spell each word after all have spelled it.]

  •               3 letterboxes: dig, wish, pick

  •               4 letterboxes: spit, gift

7. Say: Now I am going to let you read the words you have spelled, but first I’ll show you how I would read a tough word. [Display the word crick on SmartBoard and grab a coverup critter.] First, I see there’s the “i’ in the middle- there’s my icky, sticky honey /i/. Now 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.] /c//r/=/c/ + /r/= /cr/. Now i am going to blend that with /i/=/cri/. Now all I need is the, /ck/=/crick/. Crick, 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.]

8. Say: You’ve done a great job and reading words with our i says /i/. Now we are going to read a book called Liz is Six. This book is about a girl named Liz that gets a baseball mitt as a gift for her birthday. She plays baseball with her friends and catches the ball with her mitt. Liz is now up to bat! Let’s pair up and take turns reading Liz is Six to find out if Liz hit a home run or if someone will catch her ball. [Distribute Liz is Six][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.]

9. Say: That was a fun story! Would anyone like to tell me their favorite part? I liked how Liz and  the Pig used her birthday mitt in the baseball game…It seemed to work well for both of them! Before we finish up our lesson on the icky, sticky honey /i/, I want to solve a reading problem. [Distribute assessment worksheet on short i]. On this worksheet, we have pictures and words with the /i/ sound, and words that don’t. Look at each picture and match the correct word with the /i/ sound to describe the picture. Make sure you read each word and look at the pictures very carefully. [Collect worksheets to evaluate individual progress.]

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Reference:

Gabriel Guyette, Icky, Sticky, Lollipop. http://gabrielleguyettelessondesign.weebly.com/beginning-reading.html

Madison Johnson, Icky Sticky Glue.

http://mej0029.wixsite.com/miss-johnson-lesson/beginning

Geri Murray, Oh, I didn’t know!

https://sites.google.com/site/readingwritingconnection/beggingreadingdesign

Assessment Worksheet:

http://www.funfonix.com/worksheets/book1_page18.phpBook:

Liz is Six. Educational Insights, 1990

Click Below for Lesson Attachments
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