Rationale: In order for students to learn how to read, it is critical they first learn vowel correspondences. Children need to be able to recognize words and their spellings maps that create pronunciations. Short vowels are typically the hardest correspondences for students to learn and identify. This lesson will teach students about the short vowel correspondence i=/i/. Students will learn a meaningful representation (visual representation of a sticky micky mouse), learn a tongue tickler to identify the /i/ sound, spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence /i/.

 

Materials:

1. Image of sticky, icky Mickey Mouse

2. Tongue tickler: The icky, sticky Mickey is sitting in the igloo. 

3. Letterboxes

4. Letterbox tiles: i, t, b, m, p, g, s, c, k, r, n, f, a, w, e

5. Pencil

6. Poster with letterbox words and psudeowords: it, rat, him, pig, sick, wept, spit, pink, crib, stink, print, trick, fim (psudeo)

7. Decodable book: Liz is Six

8. Assessment for students to read words that contain i= /i/.

 

Procedures:

1. Say: “To become an expert at reading, we need to learn words and how they are mapped out by spellings. In class we are going to focus on learning all of the phonemes, so we will be able to recognize and understand the words in texts. Today we are going to focus on a new sound, short i. We can remember this because it sounds like what we would say if we say an icky, sticky Mickey that needs a bath. Show the illustration while stretching out the /i/ sound. 

2. Say: “Before beginning to spell words with /i/, let’s say a helpful tongue tickler together.The icky, sticky Mickey is sitting in the igloo.Read it while emphasizing the /i/ sound. Have the students repeat the tongue tickler several times aloud. 

3. Say: Now we are going to practice listening for /i/ sound in different words. When I say "i", I notice my mouth opens, but my tongue stays low at the bottom of my mouth /i/ /i/ /i/ /i/. Now we are going to listen for the /i/ sound in different words. When you hear /i/, raise your hand. S-s-s-s-l-l-i-i-i-p-p. L-l-i-i-i-c-k. Now I am going to say two different words, and I want you to tell me which word you hear /i/ in. Print or store? You are right! Print is correct. Window or chair? Window is correct!

4. Materials: Letterboxes and letterbox tiles. Say: Now we are going to do our letterbox lesson. We are going to practice spelling words that have /i/ in them. I am going to try the first word: it. I am going to sound "trip" out t-t-r-r-i-i-i-p-p. First I heard /t/, so let’s place an t in the first box. /r/ is next, so let’s put a r in the next letterbox. Next I hear /i/, so let's put i in the next letter box. Next I hear /p/, so let's put p in the last letterbox. Now it is your turn to try some words. Provide a variety of words for students to spell out in their letterboxes: bib, him, pig, sick, spit, pink, crib, stink, print, trick.

5. Materials: Poster containing letterbox word and psudeoword. Say: Now I want to practice the words we just spelled in our letterboxes. Show the poster of the words and let the students read through every single word. Add a psuedoword (fim) into the list to push your students and see if they have comprehended the correspondence.

6. Say: Great job! Now we are going to read a book. The book we are reading is Liz is Six. Say: “This is a story about a little girl named Liz. In the story, Liz is celebrating her 6th birthday. One of the presents she gets is a baseball bat. She hits the baseball towards the pig, and we have to keep reading to see if the pig will catch it and finish the game! Keep reading to find out what happens. 

Assessment:

1. To assess the students’ knowledge of reading words that contain i=/i/ each student will come up to the teacher’s desk one at a time. They will read a list of 15 words. Miscues will be noted on the teacher’s copy while the students read off of his/her copy. The reading assessment will include the following words: lip, rug, tipped, moss, milk, pitch, time, throw, seat, shrimp, bush.

2. The second part of the assessment will include “I can Read Words” (see attachment below)

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Resources:

First part of assessment: paper that includes the words listed above 

Second assessment: https://i.pinimg.com/564x/76/77/58/767758fc5ac6635367f5b042ebf7a2f3.jpg 

Cassie Jones' Beginning Reading, "I is Icky Sticky": https://casspjones2016.wixsite.com/mysite/beginning-reading

Decodable Book: Cushman, S., & Briles, P. (1990). Liz is six. Dominguez Hills, CA: Educational Insights.

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