Icky, Icky, Icky!!!

A Beginning Reading Lesson

 

Rationale: This lesson will teach students about the short vowel correspondence i = /i/, as in click, twig, or twin. In order to read with ease, children must recognize the spellings that map word pronunciations. In this lesson about short i, children will learn how to recognize, spell, and read words with short i. They will learn meaningful representation (graphic of icky material), 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: Large, class-size graphic of icky material; cover-up critter; whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for every student; manipulative letters on tile or laminated paper for every child; displayable whiteboard or Smart Board letters for teacher use: b, d, f, i, k, l, m, n, r, s; list of spelling words on poster or whiteboard for student to read: it, dim, bib, skid, drill, drink; decodable text: Pig in a Bag

Murray, G. (2004) Pig in a Bag. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/pig/pigcover.html

and Assessment Coloring/Worksheet

 

Procedures:

1. Say: In order to be a great reader, we have to learn the code that tells us how to pronounce words! Are you excited to learn that code? We have learned to read short a and short e like in apple and egg, and today will learn about short i. When I say /i/ just think of something really icky, or, think of this silly picture of icky goo!

 

2. Say: Since we are learning about the spelling of /i/, we need to see if we can hear it in a few words. When I listen for /i/ in words, I hear /i/ and my mouth sort of looks like it is smiling [make the vocal gesture and ask student to look at face; take fingers and pretend to elongate smile]. The sound /i/ could go on forever! Iiiiiiiiiiiiiiiiii-cky! Watch my mouth say fin, like a fish’s fin. Do you hear it? There is a short i in fin.  Now, I’m going to say bite. I wonder if short i is in bite. Do you hear it?  I didn’t, and my mouth didn’t smile, either! Now you try. If you hear /i/ say, “iiiiii-cky!” If you don’t hear /i/ just say, “that’s not the one.” Is it in pit, green, train, ship, time, nose? [Have children pretend to elongate smile with fingers when they hear /i/.]

 

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3. Say: Now let’s look at the spelling of /i/ that we will learn today. Short i hangs out at the beginning of a word or between two consonants. Let’s spell the word brick, as in My father builds houses using bricks for a living, together in our letterboxes. To spell brick, I have to count the phonemes in our word. I can stretch out brick like this and count the sounds: /b/ /r/ /i/ /ck/. I need four foxes. I heard that /i/ right in the middle, and right before the /c/ sound, so I am going to put /ck/ in my last letterbox, and /i/ in the box right before it. The word starts with b so the first letterbox will contain /b/. Let me say the word again slowly. /b/ /r/ /i/ /ck/. It sounds like the growling /r/ sound belongs in the second letter box, so I will place that right after the /b/. All of my boxes are full!

 

4. Say: Now YOU will spell some words in letterboxes! Are you ready? Let’s start off with an easy one using only two boxes. Let’s look at the word it. We say this word all the time. It is a tiny word, but it is important. What sound goes in the first box? What goes in the second box? Did you remember that /i/ sound can occur at the very beginning of a word?  Now, for our next words, you will need to use three letterboxes! How about dim, The lights are dim in this classroom. [Allow children to spell the words.] Time to check your work. What how I spell dim in my letterboxes on the whiteboard: /d/ i/ /m/ and see if you spelled it the very same way. Now let’s try bib, My baby sisters wears a hot pink bib. [Call a child up to model this spelling for the class on the whiteboard letterboxes after the class has finished and is in need of checking work. Repeat with every word.] Next word: mad, Dad got mad when I cam home late from school today! Do you hear /i/?  No, of course not! Mad uses the short a sound, /a/. Can someone spell it on our letterboxes on the whiteboard? Now that we have checked for our understanding, let’s go ahead and try to spell a word with four phonemes and /i/. Skid, I was afraid my car would skid on the icy roads. How about the word drill and the word drink? Remember to stretch out the sounds if the word is tough!

 

5. Say: Now, you should read the words you have spelled, but first I will show you how I would read a tough word myself. [Exemplify spelling with drink.] First of all, I hear /i/ in the middle of the word. I think it goes in about the middle of the word, so I will put in the third letterbox of the five I am using. To get the first part of the word, I can use a coverup. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /d//r/ = /d/ + /r/. Now I’m going to blend with /i/ = /d//r//i/. Now let’s finish: All we are missing is the /n//k/. /n/ + /k/ = /n//k/. Let’s put it all together. /d//r//i//n//k/. [Have children read in unison. Afterwards, call on individuals to read one word on the list until every child has received a turn.]

 

6. Say: Great job reading today, class! Now let’s practice the /i/ sound with a book called Pig in a Bag. In this story, there is a boy named Tim. His friend gives him a very silly birthday present. That birthday present might cause a lot of trouble, or it might be a lot of fun! What do you think his present is? Let’s read to find out! Let’s get in groups of four and take turns reading Pig in a Bag, page by page. Then, we’ll read the story together as a class.

 

7. Say: Did everyone enjoy that fun story as much as I did? What was Tim’s birthday present? A pig? That’s right! What would you do if someone gave you a pig for your birthday? Before we finish our /i/ lesson, let’s complete a worksheet about our vowel. Color the short i words with an orange crayon. Color the words that do not have short i with a blue crayon. By the time you have colored your page, it should look like something familiar.

 

 

Resources:

 

Murray, G. (2004) Pig in a Bag. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/pig/pigcover.html

 

Assessment Worksheet: https://www.superteacherworksheets.com/phonics/mysterypicture-short-i-fish.pdf?up=1466611200