Jessica Sullivan

 

 

 

 

 

 

 

 

 

 

 

 

 

Ick! My Ice Cream is Icky Sticky!!!!

By Jessica Sullivan

 

 

Rationale:

When learning to read, it is important for children to become phonemically aware. This lesson teaches children about the short vowel correspondence 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, read, and spell words containing the spelling i which makes the “iiii” sound. They will learn a meaningful representation (the icky ice cream dripping), they will spell and practice reading words containing this correspondence in a Letterbox lesson, and read a decodable book that focuses on i = /i/. They will practice blending and decoding while reading their book.

 

Materials:

Image of icky sticky ice cream dripping; cover-up critter; white board for tongue tickler reading “Izzy, the Indian, is inside the igloo itching;” Elkonin letter boxes for modeling and individual Elkonin boxes for each student; letter manipulatives for each child: i, b, t, t, s, c, k, f, f, r, l, l, n, w, p; list of spelling words on poster or whiteboard to read: (3)-bit, stick, (4)-frill, sniff, stich, brick (5)-brisk, twist, drisk, drink (6)-sprint, script; decodable text, Liz is Six; assessment worksheet. 

 

Procedures: 

1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. Today we are going to learn a new spelling and the sound that the spelling makes. The sound we are going to learn is /i/. We are going to learn about short i and the mouth movements we do in order to say /i/. When I say /i/ I think of a hot summer day where you are eating ice cream and it drips all over you. The sound we make when our skin gets all sticky says /i/ (shake your hands/fingers while you say /i/). That is what sound the short i makes. So when we see or hear the short /i/, think about the icky drippy ice cream and shake the ick off. Now I want you try it. Say iiiicky stiiicky and get the drippy ice cream ick of off your fingers. “Icky sticky (with hand gesture).

2. Say: Let's review the correspondence i= /i/. We need to listen for it in some words. When I listen for /i/ in words, I hear i say /iiii/ and my mouth is open and my tongue is slightly lowered. [Make vocal gesture for /i/.] I’ll show you first: icky. I heard /i/ say its name and I felt my mouth open and my tongue lowered. There is a short /i/ in icky. Now let’s see if it’s in the word smell – sssss-mmmm-eeee-ll. Hmm, I didn’t hear icky stick drippy ice cream. Did you? No. Now you try. If you hear /i/ in the words I say, shake the ick off of your fingers. Is it in his, run, kid, itch, bet, tint. I heard /i/ in some of those words too. I heard /i/ in his, kid, itch and tint! Great Job recognizing /i/ in those words!

3. Let’s try a tongue tickler (on white board). “Izzy, the Indian, is inside the igloo itching.” Now let’s say it again, but this time stretch out the /a/ sound at the beginning of the words. Iiiiizzzzyy, the Iiiindian, is iiiinside the iiiigloo iiiiitching.” Try it one more time, but this time break if off the word and shake your hands to shake of the ick: “/i/ zzy, the /i/ ndian is /i/ nside the /i/ gloo /i/ tching.” That was wonderful! I loved seeing the ick fly off all of your hands!

4. What if I want to spell the word slip? “I accidently slipped and fell.” To spell slip in letterboxes, first I need to know how many phonemes I have in the word. I need to stretch it out and count: /s//l//i//p/. I need 4 boxes. I heard that /i/ just before the /p/ so I’m going to put an i in the 3rd box. The word starts with /s/, so I need an s. Now it gets a little tricky so I’m going to say it slowly, /s//l//i//p/. I think I heard /l/ so I’ll put a l right after the s. One more before the /p/, hmm… I think I heard /i/.  I have one empty box now. [Point to letters in boxes when stretching out the word: /s//l//i//p//.] The missing one is /p/. Now I’ll show you how I would read a tough word. [Display poster with sip on the top and model reading the word.]  I’m going to start with the i; that part says /i/. Now I’m going to put the beginning letters with it: s-i, /si/. Now I’ll put that chunk together with the last sound, /si-p/. Oh, sip like “I took a sip of water.”

5. Say: “Now, I will show you how to spell a word using letterboxes and letter tiles. What if I want to spell the word crib? ‘The baby was sleeping in her crib.’ Crib means a baby bed in this sentence. To spell crib in letterboxes, I first need to know how many phonemes I have by stretching out the word and counting the phonemes: /c//r//i//b/. I need four boxes because I heard four sounds in the word and one had the /i/ sound. The word starts with /c/, that’s easy; So, I need to put an c first. Now, it’s starting to become tricky, so I’m going to say the word again slowly, /c//r//i//b/. I heard a r that I’ll put after the c. Oh, I hear the /i/ sound like iiiicky, stiiiicky hands with ice cream that will go in the third box. I hear an b after our /i/ sound. Let’s say each letter in the boxes and blend together the sounds: cccc-rrr-iiiiiiiiii-bbbb, crib.”

6.  Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for “it”. Like, “I did not like it.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? I’ll check your spelling while I walk around the room. [Observe each student.] You’ll need three letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /i/. Here’s the word: big, “The cookie was big”; big. [Allow children to spell remaining words: brick, drill, trip, spill, mix.]  

7. Say: “Now, I want everyone to read the words you have spelled. [Show the words slip, crib, brick, drill, trip, spill and mix the practice words brisk and crisp, the review words sled, nest, track, and strap and the pseudoword frift. Have children read the words and pseudoword in unison. Afterwards, call on students to read one of the words on the list that the teacher has pointed to on the poster until everyone has had a turn.].”

8. Say: You’ve done a great job reading words with our new spelling for i=/i/. Now we are going to read a book called Liz is Six! Who has ever played baseball with a pig? You haven’t? Well neither have I! In this book though, we are going to read about a little girl named Liz. She does play baseball with a pig! She receives a baseball mitten for her birthday and decides to try it out with her friends. Pig is the first up to bat, let’s read to find out if Pig gets a hit! Let’s pair up and take turns reading Liz is Six! to find out what happens. [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.] 

 

Assessment: Say: That was a funny story, wasn’t it? Say: “Before we finish our lesson, I want you to complete a worksheet on short vowel i. Each picture in a box has three words that represent the picture. Your job is to choose a word from the three words that has the /i/ sound. Try reading each of the three words sets aloud and listen for the /i/ sound. [Collect the worksheets to evaluate the individual student’s progress on detecting the short vowel i.].”

 

 

Resources:  

• Murray PowerPoint: Creating Literacy Design

 

• Assessment Worksheet:

http://www.enchantedlearning.com/phonics/mc/i-short/index.shtml

 

• Cushman, Sheila, Liz is Six. Carson, California. Educational Insights. (1990) pp. 1-9

 

• Resources for other Letterbox lessons:

• Gunter, Morgan: Baby Abby says "Aaaa!"

 

• Johnson, Madison: Icky, Sticky, Glue

 

• Hunter, Robyn: Icky, Drippy, Sticky Ice Cream

 

Below is a PDF File of the lesson above:

 

 

 

 

 

 

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