Reading with Ms. Ray

Rationale:

This lesson will teach students about the short vowel correspondence i=/i/. In order for children to learn to read, they must first learn how to recognize the spelling that maps out the pronunciations of words. In this lesson, the students will learn to recognize and use words containing i=/i/. They will learn a meaningful representation (when you touch something sticky, you wipe it off your hands and say how gross it is), they will spell and read words in a letterbox lesson, and read a decodable book that focuses on this correspondence.

                                       

Materials:

Graphic image of a person with sticky bubble gum on them; cover-up critter; letterboxes for each student with letter manipulatives; smartboard letters and letterboxes for the teacher: b, c, g, h, i, k, m, n, p, r, s, t, w; list of spelling words on poster to read: it, dip, brick, pink, mint, string, stick, cat, thing, swift, peg, plint; decodable book Liz is Six by Educational Insights, assessment sheet.

 

Procedures:

Say: In order for us to become expert readers, we must learn the code to help us pronounce words. We already learned that short a=/a/ like in hat and short e=/e/ like in nest. Today, we are going to learn i=/i/. When I say i=/i/, we are going to shake the sticky off our hands and make an icky sound. {Show image of person trying to get bubble gum off of themselves}.

Say: Before we learn about the spelling, we need to listen for the /i/ in words. When I listen for /i/ in words, I hear the sticky, icky, i. My mouth opens wide (almost in a smile) and my tongue goes back. I’ll show you first: hiiiit; I hear my icky sound {do hand gesture}. My mouth goes into an almost smile and my tongue goes back when I reach the /i/ in hiiiit. Now I am going to see if I hear /i/ in bed. When I say beeeed, I don’t hear my icky sound. My mouth does not go into my almost smile, so /i/ is not in bed. Now you try. If you hear /i/, say “icky, this bubble gum is sticky” and if you don’t hear /i/ say “on to the next”. Is it in bat, met, six, bloom? {have children touch the corners of their mouth during this. If they make an almost smile, it is /i/}.

Say: Now that we know the sound /i/, we are going to go over how to spell it. So, if this is the sound i=/i/ makes, what does it look like when we spell with it? It is just an “i” {write on board}! Now get out your letterboxes and letter manipulatives. What if I wanted to spell the word stick? “The dog chased the stick”. Stick in this sentence means a branch from a tree, but it can have other meanings. To spell stick, I first need to know how many letterboxes I will need. To find this, I stretch out the words and count the phonemes: /s//t//i//ck/. There are 4 phonemes in this word, but the /ck/ goes together in one box because it makes a /k/ sound. We only need 4 letterboxes even though there are 5 letters. So first, we are going to start off with our icky, sticky /i/. I hear the /i/ before /ck/ so we put it in the third box. Next, we go to the first box and hear /s/ like a snake so we put the “s” at the beginning. We hear “sssstttt” so next would be a “t” in the second box. We have our /i/ in box 3 and we hear “sssstttiii” and last is the /ck/. This sounds like it would be just a “k”, but we need the help of “c” too, so we use “ck”.

Say: Now I’m going to have you all spell some words using letterboxes. We will start off easy with two boxes for “it”. What should go in the first box? {respond to student answers} What about the second? {respond to student answers}. I will come around the room to check your answers {observe progress}. For the next word, you will need 3 letterboxes. For this word, each letter belongs in a box. Listen to the beginning of the word to get the first letter. Next, listen for the /i/ and lastly, the ending of the word. This word is dip, as in “I took a dip in the pool”. {Allow students to spell the remaining words, giving sentences for each: brick, pink, mint, string, stick, thing, swift}.

Say: Now, I am going to let you read the words you just spelled. {Display poster with it, dip, brick, pink, mint, string, stick, cat, thing, swift, peg, pseudoword: plint}. First, I am going to show you how to read a more difficult word. {Point out the word swift and model how to read it}. I see there is our icky, sticky /i/. Next I am going to use my cover-up critter and uncover the first part of the word. /s//w/=/sw/ and add our /i/ to get /swi/. Now all we need is the sounds after /i/. We have /f//t/=/ft/, and blend it all together to get /s//w//i//f//t/. Oh, swift, like moving quickly. Now let’s practice more together {Read in unison, and then pick children to read individually aloud}.

Say: You all have done a great job of reading and spelling today! Now we are going to read a book called Liz is Six, remembering our icky, sticky /i/. This story is about a little girl, and it is her 6th birthday. She gets a baseball mitt for her birthday, and her and her friends go out and play baseball. The pig is up to bat first, but Liz catches his ball. Liz is up next to bat. What do you think will happen to Liz’s ball? We are going to pair up and read to find out! {Children take turns reading alternate pages each while teacher monitors progress. After paired reading, the class rereads the book together, aloud, stopping to discuss the storyline before turning each page}.

Say: Wasn’t that a fun book! How can you relate to the characters of this book? {Wait for responses}. Before we finish our lesson on our icky, sticky /i/, I want you to show me how much you learned. I have a worksheet that I want everyone to complete. First you are going to color the pictures with the short i sound. Next, you are going to circle words with short i. Lastly, you are going to write some short i words yourself. {Collect worksheets for evaluation of progress}.

 

References:

Web: Robertson, P. Iggy the Silly, Icky, Iguana  https://plr0012.wixsite.com/ms-robertson/beginning-reading

Assessment Worksheet: https://www.myteachingstation.com/short-i-sound-worksheet​

Book: Liz is Six. Carson, California. Educational Insights, 1990. Pages: 8.

For more lessons:  Horizons Website on Reading Genie