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BR Design
The Icky Sticky Piggy
by: Katie Clark
Rationale: In this lesson students will learn 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 spell, recognize 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 (Liz is Six) that focuses on the correspondence i=/i/.
Material List:
1. Graphic image of an icky sticky slime with hands on them
2. cover- up critter
3. Whiteboard or smartboard
4. Elkonin boxes for each student;
5. Letter manipulatives for each child and magnetic or smartboard letters for teacher: i, t, s, b, r, c, k, n, f, p, d, y, h, g, l, p
6. List of spelling words on poster or whiteboard to read: is, bit, brick, sniff, thing, sink, lift, kick, tick, tip, pine
7. Decodable text: Liz is Six and assessment worksheet (Words with the short I sound.)
8. Pencil
9. Primary paper
Procedures:
1. Say: “In order to become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel /a/=a words like car and bat, or short e words like beg and leg. So the next sound we are going to learn about is short i. When I say /i/, think about having something icky sticky all over your hands and trying to shake it off.” (Use hand gesture and graphic image of sticky hands).
2. Say: “So, before we learn about the spelling of /i/, we need to listen for it in a few words. When I listen for /i/ in words, I hear i say its name /i/, and I can feel my mouth open but my tongue stays low. (Make vocal gesture for /i/). I’ll show you first: ssss-iiiii-tttt. I heard i say its name, and I felt my mouth open and my tongue stay low. There is a short i in the word fix. Now I’m going to see if it’s in the word kite. Hmm, I didn’t hear i say its name, and my mouth didn’t open, and my tongue didn’t stay low. My throat also didn’t make the sound /i/. Now you try. If you hear /i/ say, “Icky Sticky Piggy”. If you don’t hear /i/ say, “That’s not it.” Is it in it, bite, swim, lice, big?” (Have children point to their mouth if it opens and their tongue goes down as they say /i/).
3. Say: “Now we are going to look at the spelling of /i/ that we’ll learn today. We spell i very simply, i. (Write i on the board). What if I would like to spell the word clink? “I heard a clink sound.” Clink is a noise that you hear when something falls. To spell clink in letterboxes, first I need to know how many phonemes I have in the word. That means I have to stretch it out and count: /c/ /l/ /i/ /n/ /k/. I need 5 boxes. I heard that /i/ just before the /n/, so I am going to put an i in the third letterbox. At the beginning of the word, I hear /c/, which means I need a d to go in the first box. /c/ /l/ /i/ /n/ /k/. I also hear the long sound of /l/ right after the /c/ but before the /i/. So I put the “l” in the second box. I have two boxes left. Putting n and k in words can be a little bit tricky. (Point to letters in boxes when stretching out the word: /c/ /l/ /i/ /n/ /k/). I hear an n before k, so I will put “n” in the fourth box, and “k” in the last box. So now we have the word clink!
4. Say: “Ok, now I’m going to have you spell some words in letterboxes. We’ll start out easy with two letterboxes for the word: is. 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). Good job! For the next one you will need three boxes for bit. An example of a bit would be a small amount. “I only have a bit of money left.” (Allow children to spell words). Now you have time to check your work! Watch how I spell it in my letterboxes on the board: b – i – t and see if you’ve spelled it the same way. Try another with three boxes: “tip; give a tip”. (Have a volunteer spell it in the letterbox on the front board for students to check their work. Repeat this for every new word). Next word, listen to see if this word has /i/ in it before you spell it: pine; I love the smell of pine. Did you hear /i/? No! Right, because we don’t hear /i/ say its’ name. We spell it with our long vowel /I/ which is spelled i_e. [Volunteer spells it on the front board]. Now let’s try 4 phonemes: lift; I have to lift this box. One more and we will be done with spelling, and this time you need 5 boxes: sticky. My hands are sticky, remember to stretch it out to get through this difficult word!”
5. Say: “I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a hard word. (Show a poster with the word clink on the top and model reading the word). First, I see our i which is our icky sticky /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]. /c//l/ = /cl/. Now I am going to blend that with /i/ = /cli/. Now all I need is the end. /n/ +/k/ = /nk/. Let’s bring it all together /clink/. Clink: that’s it, ok now it is your turn to try.” (Have each student read words individually and then have them come together and read it the list in unison).
6. Say: “You have all 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 Liz’s birthday and she got a mitt for her birthday, so she decides to go and 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 just going to have to read and find out! Let’s pair up with a friend 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 while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Liz is Six aloud together, and discusses the plot).
7. Say: “That was such a fun story! Who were the characters? Yes Liz, the pig, and her friends. What did Liz do? That is correct she hit the ball really far. Before we finish our lesson about one way to spell /i/=I, I want to see what you took away from the lesson. SO let’s do a worksheet about our icky sticky piggy /i/ sound. On this worksheet, there are several pictures and for the ones that have the /i/ sound beside them and circle the words with the icky piggy /i/ sound. Once you have circled all of them I want you to go back and color in the pictures beside them and turn it in to me when you are done.” (Collect worksheets to evaluates students’ progress).
Resources:
Assessment Worksheet: https://s-media-cache-ak0.pinimg.com/564x/76/77/58/767758fc5ac6635367f5b042ebf7a2f3.jpg
Book: Cushman, Sheila. Liz is Six. Carson, California. Educational Insights, 1990. Pages: 8
Internet Site: Elyssa Hicks. Look There is a Big Icky Pig.
http://erh0014.wixsite.com/elyssahicks/beginning-reading-lesson-design
http://www.auburn.edu/academic/education/reading_genie/horizons.html
