Icky Sticky Syrup
Rationale: This lesson teaches the short vowel correspondence i=/i/. To be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson, children will learn to recognize, spell, and read words containing the phoneme i=/i/. They will learn a meaningful representation (an icky, sticky, slimy, pancake syrup!), they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence i=/i/.
Materials:
Graphic image
Cover-up critter
Smartboard
Letter Boxes for modeling
Individual Letter Boxes for each student
Letter manipulatives for each child
Magnetic or smartboard letters for teacher: t, h, i, c, k, f, x, s, b, r, g, d, l(x2), p, n, m
Decodable text: Tin Man Fix-It
Assessment worksheet
Procedures:
Say: To become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with “a” and “e,” and today we are going to learn about the short vowel i and its sound, /i/. When I say /i/, I think of icky, sticky, syrup that you pour all over your pancakes [show the student the image of pancakes]. Sometimes when we spill syrup on our hands it gets very sticky. [shoe them the icky sticky hand motion] Now, when we see the letter i today, we know it says /i/ like an icky, sticky, syrup.
Say: Before we learn about spelling words with /i/, we need to listen for it in some words, while making the sticky hand motion. When I listen for /i/ in words, I hear the “i, i, icky” sound and my mouth gets a little bit wider. [make vocal gesture for /i/.] I’ll show you first: lip. I heard that i, i, icky i sound and I felt my mouth get a little wider [point to the corners of your mouth drawing out]. There is a short i in sit. Now I am going to see if it’s in cat. Hmmm, I didn’t hear the “i, i, icky” sound and my mouth didn’t get wider like it did with the short i. Now, you try. If you hear /i/, show me you heard it by doing out icky sticky hand motion. I want you to put your fingers on the corners of your mouth, too, so you can feel your mouth stretch when it makes the /i/ sound. Is /i/ in bat, hit, mad, lick, shrimp, boat?
Say: Now let’s do a tickler tale to practice stretching out our /i/ sound. Izzy is a little girl that is in second grade. Her favorite meal of the day is breakfast, but her mommy always has to leave for work before she has time to fix Izzy breakfast. On Izzy’s sixth birthday her mom had a very special surprise for her. She stayed home from work to make Izzy and special birthday breakfast. She made eggs, pancakes, and bacon. Because it was her birthday, Izzy ate six of everything. Izzy ate icky sticky syrup on her six birthday pancakes. No lets break that up III-zzy ate iii-cky st-iii-cky syrup on her s-iii-x birthday pancakes. Good.
Say: What if I want to spell the word “thick?” “My mom made me a yummy breakfast, and my pancakes we very thick.” Thick means that something is big or wide. To spell “thick” in letterboxes, I first need to know how many phonemes I have in the word so I stretch it out and count: /th/ /i/ /ck/. I need 3 boxes. I heard that /i/ for the vowel , so I am going to put a /i/ in the middle of the letter boxes. The word starts with /th/, that’s easy; I need a “t” and “h” to make /th/. Now I am going to say it slowly, /th/ /i/ /ck/. I have one box left after the /i/ now. [Point to letters in boxes when stretching out the word /th/ /i/ /ck/. I heard the /ck/ after the /i/, so we’ll put a “ck” there, because in this word the “ck” sound is made by putting the letters “c” and “k” together. /th/ /i/ /ck/, thick! Great job spelling out “thick!”
Say: Now I am going to have you spell some words in letterboxes. You will start out with 3 boxes for “fix.” “When I broke my toy, I got my mom to fix it.” Listen for that /i/ sound. I will check your spelling as I walk around the room. [Observe progress.] Now try another 3-box word. This one is “sit.” “Ms. Moorer asked the children to sit in their seats to spell their words.” You will need 4 letterboxes for the next word. Listen for the beginning sound to spell in the first box, then listen for /i/. Here is the word: “brick.” “My neighbor has a house made of brick.” This word is similar to our example “thick.” [Allow children to spell remaining words, giving sentences and correct number of letterboxes for each word:
4 letterboxes: brick, grid, grill, list
5 letterboxes: spring, drink, print
6 letterboxes: script, scrimp
Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display the word script on the smartboard and model reading it first]. First, I see there’s the “i” in the middle- there’s my icky, sticky /i/. 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.] /s//c/=/sc/+/r/=/scr/. Now I’m going to blend that with /i/=/scri/. Now I need to do the next letter, which is “p.” /scri/+/p/=/scrip/. Now all I need is the end, /t/=/script/. Script, that’s it! Now it’s your turn, and I want you all to say them together! [Show the words fix, sit, brick, grid, grill, list, spring, drink, print, script, scrimp, and the pseudoword grint. Have children read the words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
Say: You’ve done a great job at reading words with i says /i/. Now we are going to read a book called Tin Man Fix-It. Tim the Tin Man and his friend Jim are planting a garden together, Sid crashes into Tim and breaks him. Will Jim be able to fix Tim? Let’s read to find out!! [Children pair up and take turns reading alternate pages while teacher walks around the room monitoring progress. After individual paired reading, the class re-reads Tin Man Fix-It aloud together, stopping between page turns to discuss the plot of the story and how it’s going.]
Say: That was a fun story! What was your favorite part? Before we finish up our lesson on the icky, sticky /i/, I want to see if you can spot out the sound /i/ in words. On this worksheet, we have words that have the /i/ sound, and words that don’t. Read each word and follow the directions to figure out what the picture is supposed to be. Read the words carefully to make sure your answers make sense. [Collect worksheets to evaluate individual child progress.]
Resources:
Haley Miller, Icky, Sticky Goopy glue
http://hlm0012.wixsite.com/haleymiller/beginning-reading
Tin Man Fix-It
https://auburn.instructure.com/courses/1071717/pages/Educational%20Insights%20decodable%20books
Assessment worksheet: http://www.education.com/worksheet/article/meet-word-family-short-i/