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The Icky Sticky Piggy Libby

 

 

 

 

 

 

 

 

 

 

Beginning Reading Design

Kimberly Payne

 

Rationale: This lesson teaches children about the short vowel correspondence i = /i/. In order 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 short vowel i. They will learn a meaningful representation (hand gesture trying to get the icky sticky off of their hands), 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 of person with icky sticky stuff over their hands; cover-up critter; whiteboard or smart board; Elkonin boxes for each student; letter manipulatives for each student and magnetic or smartboard letters for teachers: h, a, m, i, t, r, p, s, t, d, e, w, n, c, k, y; list of spelling words on poster, whiteboard, or flashcards to read: it, rip, ham, sit, slide, went, twin, sticky; decodable text: Tin Man Fix-it; assessment worksheet (Words with the short I sound).

 Procedures:

1. Say: In order to become expert readers, we need to learn the code that allows us to pronounce words. We have already learned how to read short vowel a words like map, or short e words like web. So, today we are going to learn about short i. When I say /i/, think about having something icky and sticky all over your hands and you’re trying to shake it off. [Use hand gesture and graphic image of sticky hands].
2. Say: Before we learn about the spelling of /i/, we need to try to listen for it in some words. When I listen for /i/ in words, I hear i say its name /i/, and I can feel my mouth open wider, but my tongue stays low behind my teeth. (Make vocal gesture for /i/.) First, I’ll show you: hhhh-iiiii-tttt. I heard i say its name, and I felt my mouth open and my tongue stay low. There is a short i in the word hit. Now I’m going to see if it’s in the word like. Hmm, I didn’t hear i say its name. My mouth didn’t open, and my tongue didn’t stay low behind my teeth. My throat also didn’t make the sound /i/ either. Now you try. If you hear /i/ say, “Icky Sticky Piggy Libby”. If you don’t hear /i/ say, “That’s not it.” Is it in is, hike, twin, rice, hip? [Have children point to their mouth if it opens and their tongue goes down as they say /i/.]
3. Say: Now we are going to look at the spelling of /i/ that we’ll learn today. The spelling of i very simple, i. [Write i on the board.] What if I want to spell the word sprint? “I can sprint very fast in a race.” Sprint means to run very fast for a short distance. To spell sprint in the letterboxes, I need to know how many phonemes are in the word. That means I have to stretch it the word and count them: /s/ /p/ /r/ /i/ /n/ /t/. I need 6 boxes. I heard that /i/ just before the /n/, so I am going to put an i in the fourth letterbox. At the beginning of the word, I hear /s/, which means I need a s to go in the first box. /s/ p/ /r/ /i/ /n/ /t/. I also hear a /p/ right after the /s/ but before the /r/. So, I put the “p” in the second box. Now I only have two boxes left. Let’s really stretch this last part of the word. Putting n and t in words can be a little bit tricky. [Point to letters in boxes when stretching out the word: /s/ /p/ /r/ /i/ /n/ /t/.] I hear an n before t, so I will put “n” in the fifth box, and “t” in the sixth box, last box. So, now we have sprint!
4. Say: Now I’m going to have you spell some words in the letterboxes just like I showed you. We’ll start out easy with two letterboxes for the word it, “I see it!”. What should go in the first box? [Respond to children’s answers]. What do you think goes in the second box? [Respond to children’s answers] I’ll come to check your spelling as I walk around the room. [Observe progress.] You’ll need to have three boxes for rip. “I like to rip my paper in half.” [Allow children to spell words.] Now let’s check your work! Watch how I spell rip in my letterboxes: r – i – p and see if you spelled it the same way. Try another with three boxes: “sit; I like to sit on the couch”. [Have a volunteer spell it in the letterbox on the board for children to check their own work. Repeat this for every new word]. Let’s review some earlier short vowels. For this word we'll need 3 letterboxes, let’s spell ham, “My favorite Thanksgiving food is ham.” [Observe progress]. Now, let’s review one more word. Let’s get out 4 letterboxes and spell went, “I went to school today.” [Observe progress]. Now we’re going to spell word that’s not real but we can still spell it like we would a real word. Get out 3 letterboxes and spell fip. Next word, listen to see if this word has /i/ in it before you spell it: “slide; I love to play on the slide.” Did you hear /i/? No! Right, because we don’t hear /i/ say its’ name. We spell it with our long vowel /I/ which is spelled i_e. [Volunteer spells it on the front board]. Now let’s try 4 phonemes, so get out 4 letterboxes: “twin; I wish I had a twin sister.” Only one more! Then we’re done with spelling. This time you’ll need 5 boxes: “sticky; Eww my hands are all sticky!” Remember to stretch it out to get through this difficult word!
5. Say: Alright, now I am going to let you read the words that you’ve spelled, but first I’ll show you how I would read a hard word. [Display poster with the word sprint on the top and model how to read the word.] First, I see that there is an i which is our icky sticky /i/. I am going to use a cover-up critter to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /s/ /p/ /r/= /spr/. Now I am going to blend that with /i/ = /spri/. Now, all I need is the end. /n/+/t/ = /nt/. Now let’s bring it allllll together /sprint/. Sprint: that’s it! Now it’s your turn, everyone together. [Have children read the words together. Afterwards, call on individuals to read one word on the list until everyone has had a turn to read.]
6. Say: You all have done a great job at reading the words with our new spelling for i = /i/. Now we are going to read a book called Tin Man Fix-It. This book is about a boy named Jim and his robot named Tim. Jim and Tim are outside gardening when a big kid named Sid comes skating towards Tim really fast! Sid hits Tim and knocks him over. Oh no! Will Jim be able to fix his friend Tim? Let’s read and find out what happens. First, everyone find a partner and take turns reading to find out if Tim will be fixed. [Have children pair up to take turns reading the pages to each other while the teacher walks around the room to observe their progress. After individual paired reading, have the class reread Tin Man Fix-It aloud together, and stop between page turns to discuss the plot with questions they have.]
7. Say: That was such a good story. So, who were the characters in the story? That’s right, Tim, Jim, and Sid! What did Sid do? Right, he knocked Tim over! Poor Tim. Before we finish our lesson about one way to spell i= /i/, I want to see how you can solve a reading problem by completing this worksheet about our Icky Sticky Piggy Libby /i/ sound. On this worksheet, there are several pictures for you to look at. First, I want you to look at the pictures and pick which of the two words fits the picture. You might want to say the words out loud and listen for i, i, Icky Sticky Piggy Libby sound. Once you have circled all the words with the Icky Sticky Piggy Libby /i/ sound, you will color the picture beside your answer. Then go back and reread all your answers to make sure they all have the Icky Sticky Piggy Libby /i/ in them. [Collect all worksheets to evaluate each individual child’s progress.]

 

Reference: Caroline Coleman, Icky Sticky Piggy. http://carolinecoleman199.wixsite.com/mysite/beginning-reading

Assessment Worksheet: https://s-media-cache-ak0.pinimg.com/564x/76/77/58/767758fc5ac6635367f5b042ebf7a2f3.jpg

Book: Tin Man Fix-It. Carson, California. Educational Insights, 1990. Pages: 8.

http://wp.auburn.edu/rdggenie/home/classroom/ingenuities/