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ICKY STICKY ICE CREAM
By: Morgan Burkett

ice cream_edited.jpg

Rationale: In this lesson, students will learn the short vowel i = /i/. Before children are able to read at the beginning reading level, they must learn to recognize the phoneme that corresponds with i. In this lesson, students will learn to recognize, spell, and read words containing i = /i/. They will learn a meaningful representation “Icky Sticky Ice Cream” and read and spell words containing this in a Letterbox lesson and also read a decodable book that focuses on the correspondence i = /i/,

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Materials: Graphic of sticky ice cream, cover-up critter, individual letterbox boxes and letter tiles for each student and for teacher to model with, a whiteboard or smartboard to model with, word list to read- dig, lid, lip, pig, kite, drink, decodable text- Liz is Six, and assessment worksheet.

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Procedures:

1. In order to become expert readers we need to learn the code that tells us how to pronounce words. We are going to work on learning all of phonemes so that we will be able to read the words in texts. Today we are going to start with a sound you may have heard before, i = /i/. When I hear this sound, it makes me think of icky sticky ice cream getting all over your hands. Show the hand gesture and graphic while stretching out the /i/ sound. Now let’s do it together /iiiiii/ while stretching your hands apart.

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2. Say: Before we learn about the spelling of /i/, let’s first listen for it in some words. When you say /i/ you can see that our mouth stays open but our tongue stays low. Try it with me /i/./i/./i/.. [Make vocal gesture of /i/]. Let me show you first: drill. There it is, I heard /i/ and my mouth stayed open and my tongue stayed low! Let’s try making the hand gestures now when we hear /i/ in a word.. Now, I'm going to see if it is in twiiiin. [Do hand gestures while vocalizing]. Oh, yes, I heard the /i/. Now it's your turn! I'm going to say some words and you do the icky sticky hands if it has the /i/ and if doesn't shake your head and say no. Is it in: mow, chill, big, brink, yum, link? Show me your icky sticky hands if you hear it in switch.

 

3. Say: Now let's look at the spelling of /i/ that we're going to learn today. We spell the sound /i/ using the lowercase letter i. First, we are going to practice spelling words that have /i/ in them using our Letterboxes. I am going to do a word first and then you get to try! First, what if I want to spell the word dig? “The children wanted to dig in the sand.” To spell dig with letterboxes, first I need to know how many phonemes are in the word, dig. Let’s stretch it out and count: /d/ /i/ /g/. I need three boxes for this word. I heard the /i/ just after the d and before the g so I am going to put the i in the second letterbox. Now, what does dig start with? A /d/ that's right, so the d will go in the first letterbox and the g will go in the third and final box. [d] [i] [g]

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4. Say: Now I am going to have you spell some words with the letterboxes like I just did! You'll start out easy with two boxes for if. “What if we play outside?” What should go in the first box? [Respond to the child’s answer]. What goes in the second box? Yes, good job. Okay now you will need three letterboxes for the next word. Listen for the beginning letter and the /i/. Here's the word: tip, “I gave the nice man a tip, tip” [Allow children to spell the word]. Let’s see how you did - Watch how I spell it in my letterboxes on the board: t – i – p and see if you’ve spelled it the same way. Try another with three boxes: pig; “The pig rolls around in the mud” [ Have a student come up and demonstrate in front of the class for students to check their work. Then repeat this step for each new word]. Next word, listen to see if the word has /i/ in it before you spell it: kite; “I went to the park to fly my kite, kite.” Did you hear the icky sticky /i/? Why not? Right, this i says its name so it is a long vowel, we are looking for the short vowel /i/ [Remind with hand gesture and mouth movement & allow a volunteer to model on the board]. Now let's try 4 phonemes: trim; “The lawn mower gave the grass a trim, trim.” One more then we are done with spelling, and this time you need five boxes: drink; “I raised my glass to take a drink, drink.” Remember to think of icky sticky hand gestures to spell this one out.

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5. Say: Now I am going to let you read the words we just spelled, but first I’ll show you how to read through a tough word. [Show the word brink on the board and model reading the word]. First, I see the vowel i so I'll start with that, then I see that there is no silent e at the end so I must say /i/ like our icky sticky ice cream. I’m going to use a cover-up to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /b//r/ = /b/ + /r/ = /br/. Now I’m going to blend that with /i/ = /bri/. Now all I need is the end, /n/ + /k/ = /brink/. brink; that’s it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.].

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6. Say: You've done an awesome job reading words with our new spelling for /i/. Now we are going to read the book called Liz is Six. This is story about a little girl named Liz who turns six and gets a baseball mitt for her birthday. She plays baseball with all her friends, including a pig. Let’s pair up and take turns reading Liz is Six to find out if the pig is any good at baseball. [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 together, and stops between page turns to discuss the plot.]

 

7. Say: That was such a fun story! Was the pig good as baseball? Yes, he caught the ball! Before we finish up on our lesson of i = /i/, let’s see what you can remember and do some practice. Here is a worksheet, use what we learned about the icky sticky i to answer these questions. On this worksheet, you will find some images and words. It is your job to color the image that contains the icky stick /i/, circle the words that have /i/ and write 3 words that have /i/. [After they have completed assessment, collect worksheets to evaluate the child's progress].

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References

Sarah Elliot, Icky Sticky Ice Cream

https://sae0016.wixsite.com/my-site/beginning-reading

 

Geri Murray, Oh I didn’t know!

https://auburn.instructure.com/courses/1359718/files/181015149/download?wrap=1

 

Assessment Worksheet

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

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Decodable Book

Liz is Six

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