Icky Sticky Glue

 

 

 

 

 

 

 

 

 

 

 

Rationale: This lesson teaches beginning readers the correspondence i = /i/.  To be able to read, beginning readers need to know the phoneme that corresponds with each grapheme, which enables them to make sight words. In this lesson, children will learn to recognize, spell, and read words containing the spelling /i/. They will learn a meaningful representation (a visual illustration of icky sticky hands with glue) along with a hand gesture (flicking glue off hands), learn a tongue tickler to identify the /i/ sound,  read and spell words containing this spelling in a letterbox lesson and read a decoding book that focuses on the correspondence i = /i/.

 

Materials:

• Graphic illustration of icky, sticky hands with glue

• Cover-up critter

• Elkonin boxes (for teacher modeling and for student use---one per student)

• Letter manipulatives for each child and the teacher (magnetic/Smart board letters for the teacher) — Letter Box Lesson (LBL) goal is i = //. Word list: 3—[dig], 4—[grim, sling, cliff, trick, sled], 5—[print, brisk, crisp, blend, grant], 6—[script, strand]

  Letters: d, i, g, r, m, s, l, n, c, f, f, t, k, p, n, b, e, a

• List of spelling words on a poster/whiteboard to read — words: dig, grim, sling, cliff, trick, print, and script, the practice words brisk and crisp, the review words sled, blend, grant, and strand , and the pseudoword drisk.

• Tongue twister poster:

• Primary paper and pencil (one per student)

• Decodable text (one per student):

• Assessment worksheet on // (one per student)

 

Procedure:

1. Say: “To become expert readers, we must learn to pronounce words by learning a code. Today, we are going to learn about short i and the sound that it makes. i = /i/. When I say /i/, I think of making an art project with glue where the icky, sticky glue becomes stuck on your hands [show graphic image]. When we have glue stuck to our fingers and hands, we say, ‘/i/.’ Now, I want you to flick your fingers saying /i/ like you have icky, sticky glue on your hands that you cannot get off [show hand motion and have students practice]. While doing the hand motion, say ‘iiiiicky stiiiiicky glue.’ I want you to remember every time you hear /i/, about having icky, sticky fingers where you are trying to flick off the glue.”

 

2. Say: “Now, let’s look at a tongue tickler to learn the short i sound, /i/. Most of the words begin with the /i/ sound. I’ll say it first, ‘Isabel insect invites Izzy inside the igloo.’ Now, let’s read it together, ‘Isabel insect invites Izzy inside the igloo.’ This time let’s stretch out the words to hear the /i/ sound, ‘iiiiisabel iiiiinsect iiiiinvites iiiiizzy iiiinside the iiiiigloo.’Great job!”

 

3. Say: “Before we learn about the spelling of /i/, we are going listen for the sound /i/ in some words. When I am listening for /i/ in words, I hear i say its name /i/ and my mouth becomes wide, my cheeks become tight, my lips go apart, and my teeth come together. [Make vocal gesture and have students practice]. I’ll show you first: trip. I heard /i/ say its name and I felt my mouth become wide, cheeks become tight, lips go apart, and teeth touch. There is a short i in trip. Now, I’m going to try tight. Hmm, I didn’t hear the short /i/ sound say its name and my mouth’s not wide and my teeth aren’t together. Now you try. If you hear /i/, make the icky, sticky fingers gesture of flicking of glue. If you don’t hear /i/, do nothing. Is it in jump, pig, sick, boat, lips, dice? [Have students make the icky, stinky fingers gesture when they hear or feel /i/ say its name.].”

 

4. Say: “Now, I will show you how to spell a word using letterboxes and letter tiles. What if I want to spell the word swift? ‘Danny was swift to pick up the papers that fell on the floor.’ Swift means to move quickly in this sentence. To spell swift in letterboxes, I first need to know how many phonemes I have by stretching out the word and counting the phonemes: /s//w//i//f//t/. I need five boxes because I heard five sounds in the word and one had the /i/ sound. The word starts with /s/, that’s easy; So, I need to put an s first. Now, it’s starting to become trick, so I’m going to say the word again slowly, /s//w//i//f//t/. I heard a w that I’ll put after the s. Oh, I hear the /i/ sound like iiiicky, stiiiicky hands with glue that will go in the third box. I hear an f after our /i/ sound. I have one empty box left where the t will go. Let’s say each letter in the boxes and blend together the sounds: sss-www-iiiiiiiiii-fff-ttt, swift.”

 

5. Say: “Now, I’m going to have you spell some words in letterboxes. We’ll start with an easy word with three letterboxes dig. Dig means to move dirt with hands or an object. ‘My sister and I helped dig a hole to plant flowers.’ I’ll check your spellings as I walk around the room. [Teacher observes progress.]  You will need four letterboxes to spell the next word. Listen for the sound at the beginning to put the first letter in the first box. Then listen for the /i/ sound and complete the rest of the letters in the remaining boxes. Here’s the first word: grim, ‘Susie had a grim expression on her face when she heard about the bad weather outside.’: grim. [Allow students to spell the remaining words, giving sentences for each word: sling, cliff, trick, print, and script as well as the review words sled, blend, grant, and strand].”

 

6. Say: “Now, I want everyone to read the words you have spelled. [Show the words dig, grim, sling, cliff, trick, print, and script, the practice words brisk and crisp, the review words sled, blend, grant, and strand and the pseudoword drisk. 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.].”

 

7. Say: “Great job on spelling and reading those words for i= /i/! Now, we are going to read a book called Tin Man Fix-It with a partner. [Teacher gives booktalk.] This book is about two children, Tim and Jim, that have a friend called Tin Man. Tin Man can fix all kinds of different things. The Tin Man falls over and cannot get back on his feet. Tim and Jim want to help him. Do you think Tim and Jim can fix the Tin Man? Let’s read to find out.” [Students read the book with a partner, taking alternate turns to read the page and may use the cover-up critter. While the students are reading, the teacher walks around the room to monitor their progress. After the students have finished reading with their partner, the class will reread Tin Man Fix-It, stopping between pages to discuss what is occurring in the story.].”

 

8. Say: “Let’s go into practicing our writing with our message of the day. The Tin Man in the story reminds me of my favorite book/movie The Wizard of Oz that has a Tin Man in it. Get out your primary paper and pencil, and I want you to write a sentence on either your favorite book to read or movie to watch. Begin your sentence with, “My favorite book/movie is …”

 

9. 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:

 

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

 

Cushman, Sheila. Tin Man Fix-It. California: Educational Insights, 1990. 9 pgs.

 

Glue animated gif: http://www.gifs.net/gif/index.php?n=image.php&image_id=8375&image_name=Glue

 

Murray, G. A Beginning Reading Design—Oh, I didn’t know! Reading-Writing Connection:            https://sites.google.com/site/readingwritingconnection/beggingreadingdesign

 

Scott, Elizabeth. “ Icky Sticky Drippy Ice cream.” Beginning Readers Lesson Design by

            Elizabeth Scott, Auburn University. Reading Genie:

https://sites.google.com/site/elizabethsexcellentlessons/home/icky-sticky-drippy-ice-cream

 

 

 

Click here to return to Handoffs Index