Rationale:

This lesson teaches students to recognize the correspondence i = /i/. In order to help students read, it is important to give them ways to connect the grapheme to the phoneme. Students will be able to recognize /i/ by learning a representation for it, learning spelling words that have /i/ in them, and by being able to recognize i = /i/ in words. Students will practice spelling the /i/ sound with letterboxes and by identifying the /i/ sound throughout the decodable story.

 

Materials:

• Letters for letterbox lesson: c, d, g, h, i, k, l, m, n, o, o, m, p, r, s, t, w

• Spelling words: hip, wig, win, itch, pick, skip, trim, ditch

• Image of gum

• Hand gesture of sticky hands

• Tongue tickler

• Decodable story: Liz is Six

• Cover-up critter

• Smartboard for modeling in LBL

• Poster with window

• Assessment worksheet

 

Procedures:

1. Introduce the lesson by showing the picture of sticky gum on it.

Say: Hey friends! Today, we are going to learn about and the sound /i/ makes! Think about a time when you got      something really sticky on your hands. The last time I got something sticky on my hands, my immediate   

response was to say “icky, it’s so sticky!” (Model hand gesture of sticky hands). Okay friends, we are going to

practice saying words with the short i! Listen to me say our tongue tickler, and then we will say it together

after! “Iggy’s iguana is ill and icky.” Now, we’re going to say it together, but let’s stretch out the /i/ in each word.

“iiiggy’s iiiguana iiis iiill and iiicky.”

 

2. Say: Before we try to spell any words with /i/, we need to practice recognizing it in words. When I listen for

/i/ in words, my lips stretch out a little to make a stretched-out smile, and my mouth is open. (Make vocal 

gesture for /i/). I’ll practice first: big. When I said this word, I heard the icky, it’s so sticky sound. I also felt my

lips make a stretched-out smile and my mouth was open. Now, let me try another word: Short. When I said   
this word, I didn’t hear the icky, it’s so sticky sound. This means that this word does not have the short i. Now,
it’s your turn! When you say a word, if you hear /i/, say “Icky, It’s So Sticky.” If you do not hear /i/ say, “Not
icky.” Is it in dog? Big? Mat? Slip? Pig? (Have students stretch out the /i/ if they hear it). Good job!

 

3. Say: Now we are going to do a letterbox lesson and use our letter tiles! We are going to try to spell some words    without icky sticky /i/ sound! I will model it first for you all. I am going to try to spell the word, “big”. The cat is      big. To spell big in letterboxes, first we have to know how many phonemes are in the word! I will stretch it out        and count the number of phonemes: /b/ /i/ /g/. That means we need three of our boxes. I know that I heard the      i in the middle, so I put the /i/ in the middle box. The i is the icky, sticky sound! Bbb, that is the /b/ sound, so I       know to put a b in the first square! Biiig. Next, I hear the “ggg” sound. That means I put a /g/ at the end! Now, it       is time for you guys to try it yourself!

 

 

4. Say: Now, let’s try to spell some words with the /i/ using our letterboxes! First, we will start out with two boxes for the word it. Like, it is going to rain today. What do you think should go in the first box? Listen for the icky, sticky sound! (Wait for students to answer and respond). Now, what about the second box? (Wait for students’ response). Now, let’s check! I spelled it i-t on the board, let’s see if you guys did too! Good job! Next, you will need three letterboxes. Make sure to listen to the icky, sticky sound and put that in the boxes first! After you find the /i/, do the first letter and then the last letter. The word is: pig. The pink pig loves to play in the mud. Now, you try! Spell the remaining words: hip, wig, win, itch, pick, skip, trim, ditch (Observe the students and help if needed). Great job guys!

 

5. Say: Now, I will show you how I would read a tough word. (Show poster with the window and model reading the word). First, I am going to find the iii that says /i/. Next, I will use my cover-up critter to get the first part of the word. /w/ - /n/ /d/ /ow/. Now, I am going to put the /i/ sound with the beginning letter, w-iii. Next, let’s do the ending! Wi-ndow, window. Like the window that is that at our houses! Now, let’s go over the words that you guys spelled! (Call children up and have them read the list of words they spelled from step 4)

 

6. Say: I am so proud of how well you guys have done with learning /i/! Now, let’s read a story that has the new sound we just learned! The name of the story is, Slim Bill Gets a Hat. Slim Bill is a red crab, and Prim Liz is a red fish! Bill and Liz are friends who swim and splash. One day, Slim Bill gets mad! Let’s read to find out why he gets mad! (Pair children up to read alternating pages while the teacher walks around the room monitoring progress). Encourage the students to use cover-up critters when they come to a word that they do not know. Also, make sure that students are crosschecking to make sure that sentences make sense. Tell the students who need help to come find the teacher. (After paired reading, the class rereads the story together, and discusses the plot after each page).

 

7. Say: I liked that story, did you guys? Why did Slim Bill get mad? He couldn’t handle the hot sun! Now, we will do a worksheet for some final practice. For this worksheet, we will cut out all of the boxes and separate the short i words and the words that are not short i. I will walk around and make sure that you are doing it right!

 

References:

Courtney Mosley, Icky Sticky!

https://cam0129.wixsite.com/mysite/about

 

 

Assessment Worksheet:

https://www.superteacherworksheets.com/phonics-long-short-i/short-i-word-sort.pdf?up=1561531373

 

 

Decodable Book:

Dani, Rosener, Slim Bill Gets a Hat

Reading Genie: http://wp.auburn.edu/rdggenie/home/geniebooks/teacherbooks/