Kate Winsness
Beginning Reading Lesson Design
Icky sticky ice cream!!
Rationale: This lesson will teach students about the short vowel correspondence i=/i/. By learning this vowel, students will be able to better their ability to map out words. Students will be able to recognize the I vowel correspondence and point it out in a word. In order to learn the phoneme students will have to be able to read words that have the grapheme. This will happen by completing a letterbox lesson and read a decodable book to learn the grapheme i=/i/.
Materials:
-Cut out ice cream cones and ice cream scoops with i words on it and other non i words.
-White board and marker to write the different words when sounding out with the class
-letterbox worksheet
-letterbox tiles
Big-3 phonemes
Him-3 phonemes
Kid-3 phonemes
-coloring paper and markers/crayons to draw a cover picture of the book
-assessment worksheet
-Liz is Six book
Procedures:
1. Say “for us to become expert readers, we need to learn how to pronounce its spelling! You guys have already become experts at other letter sounds, and today we are going to learn how i says i=/i/. When I hear i=/i/ I think of having something icky sticky on my hands! I know whenever I eat ice cream, my hands get icky sticky (shake hands like you have something icky sticky on them).
2. Say “let’s work on how to hear i=/i/ in a word! When I hear short i in a word, I hear i=/i/. When I say i=/i/ my mouth spreads out to make the sound. Watch my mouth as I say it and repeat after me! (say and have class repeat i=/i/ 3 times). Good job! No, I want you to act like you have icky sticky ice cream on your hands! Shake them and say /iiiiiii/. Good! Now shake your hands and say, “Icky sticky!!!”
3. Say “Lets practice hearing the /i/ in different words. Let’s listen for the /i/ sound in different words. B-iiii-g, I hear it! Now you say it! When you hear the i=/i/ shake your hands like you have icky sticky ice cream on them! H-iiii-m. k-iiiii-d. Whenever we see the letter i, we know it sounds like i=/i/. Now let’s play a game! I am going to give you three different cut out ice-cream scoops with different words on them. Two of them have the letter i in it, and one of them doesn’t! Stick the two ice cream scoops with the letter i onto it on top of the ice cream cone!
4. Say “Now we are going to work on spelling some words by doing our letterboxes! Let’s start with a word we already said, big! I am going to sound it out slowly, bbbbb-iiii-gggg. What should go in the first box? (students answer) What about the second box? (students reply) What about the last box? (Students reply). Good job! Let’s do another. The next word is him! hhhhh-iiiiii-mmm. Hhmm, what letters do you think go in the first, second, and third box from me saying hhhh-iiii-mmmm. (check students work) Good job everyone! The last work is kid. Kkkk-iiii-dddd. What letters do you think go in the 3 boxes when you hear kkkkk-iiiii-dddddd.
5. For the next activity, I want you all to practice saying the words we just spelled! (write big, lip, and kid on the board and go over each word and have the class say it) (Add 2 words that we did not do in the letterbox lesson to make it more challenging, for example pin and rim.)
6. Say “Good job everyone! I think you are al experts and ready to read a book… let’s find out! Our book today is Liz is Six. This book is about Liz celebrating her birthday and turning 6! For a birthday present, Liz gets a baseball mitt! She goes and plays with her pig friend. I wonder what is going to happen! Let’s read to find out! Everyone finish reading the book and pay attention to our sticky icky i letter! Once you are done reading, draw a picture of how you would make the cover of this book based on what happened in the story”
Assessment: say “good job everyone! I am so proud of you all! Since you are all experts with the icky sticky i, I want to put you all to the test! I am going to give you a worksheet with a bunch of different pictures on it. Using the word bank, you are going to write word under the picture that matches with it! Try your best to match them all! (Collect worksheets and assess their understanding)
Resources:
Cushman, Sheila. Liz is Six. Educational Insights. Carson, CA: 1990.
Ice Cream is Icky Sticky! Melanie Abbott
https://melzers97.wixsite.com/ctrd/beginning-reading
assessment worksheet: https://www.teacherspayteachers.com/Product/Short-I-Worksheets-and-Activities-NO-PREP-Short-Vowel-Worksheets-1432999