Rationale: This lesson focuses on the short vowel correspondence i=/i/. For reading fluency, children must have an awareness of and be able to recognize spellings that map word pronunciations. The goal of this lesson is that children will be able to identify, spell, and read words containing the short i vowel. This lesson will teach a meaningful representation
(icky, sticky gum), spelling and reading of words containing short vowel i in a letterbox lesson, and reading a decodable word focusing on correspondence i=/i/.

 

Materials: graphic image of sticky gum; cover-up critter; smartboard Elkonin boxes for modeling and for each student; drip, tip, bid, sick, trip, crib, pigs, kilt, blink; letter manipulatives for smartboard and student: t, i, p(2), b, d, s, c, k, r, g, l, n, m, e; picture of a crib for them to read; list of spelling words on poster or whiteboard to read: tip, bid, milk, deck, trip, crib, pigs, kilt, blink; copies of decodable book Tin Man Fix it for half of class, individual copies of assessment worksheet

 

Procedures:

1.     Introduction- “If we want to be able to read like experts we need to learn the code that helps us pronounce our words! We have been learning to read our short vowels like a says /a/ and e says /e/. Lets review some of our earlier vowels. Do you hear a=/a/ in gap? *exaggerate the /a/ sound* hmm, yes i do! Do you hear e=/e/ in rag? No i don't! Good job! Now, we are going to work on the short i that says /i/ like you would say iiicky stiiicky when gum gets on your shoe. *show graphic image* When I think of this sound, I think of the gum stuck on someone’s shoe. Let’s look at a word that has this i in it. *Display sentence: The girl puts on her lip-gloss. Point to word lip* When you have just a single i in a word, it makes the /i/ sound. *Have students read the sentence and use the clues and familiar correspondences to read lip”

2.    “Before we look at anymore spellings with this letter, we are going to listen for it. When I listen for the /i/ sound, I hear i say its name, /i/, and I know I can make the sound too. I can feel my mouth open but my tongue stays glued to my bottom teeth, like this /i/ /i/ /i/. *model lip shape*. This sound is just like the one that our gum makes when it sticks to the bottom of our shoe. I hear this short i in words like sip and kick. *exaggerate iiiii in these* Do I hear it in words like huge? *exaggerate the /U/ sound* hmm, no I don’t! This is a different sound. Now, class, you are going to shape your lips like mine and make the sticky gum sound. Say it with me, iiii. I am going to say some words now; if you hear the /i/ sound, raise your hand! Jig, bump, lice, ear, rich, tin. *exaggerate vowels in these words*”

3.    “Now we can practice spelling some words! I want to spell the word drip! To spell this word in our letterboxes, I need to see how many boxes I will use. Each box is for one phoneme, which is one sound. Remember, if two letters make the same sound, they can share a letter box! How many boxes for drip? I am going to stretch it and count: /d//r//i//p/. I need 4 boxes. I hear my sound, /i/, right before my last sound; I start with the /i/ so I will place it right before the last sound /p/ which is this third letterbox. Next, I finish the first part of my word. I know it starts with the /d/ sound, so I will place my d in the first box! Next, I hear /r/ so I am going to put my r in the second box. We have /d//r//i/ which is the body of our word. The last sound I hear is /p/. We will put it in the last letter box. We spelled drip!

4.    “Now, each of you gets to spell your own words in some letter boxes! *have them get their individual letters and boxes out* First, you will start with three boxes to spell the word tip. Tip means the very tippy top of something, like a building! Spell this word and I will come around and check. *observe progress* Now try bid. Follow us as we lead. *observe* Now, add one more box because the next words will have four phonemes. *present following list for them to spell and use each in a sentence* milk, trip, crib, pigs, kilt. *observe* Now lets try a word that has short vowel e=/e/! Spell deck. I have a back deck on my house. *observe* Now add one more box, because our next word has 5 sounds. Spell blink. I have something in my eye, so I need to blink. *observe*”

5.    “Next, you will read the words you just spelled, some review words, and even some words that are not real, but first let me model how to read a word! First, I see there is my icky sticky I in the middle. I am going to use my cover up critter to cover up the end of the word and blend sequentially before the vowel, then with the vowel! /b//l/=/bl/+/i/= /bli/. Now lets try adding on the end! /bli/+/n/= /blin/+/k/= /blink/. Blink, that’s it! Now lets try some on your own! *hold up picture with a crib on it* What is this word? Crib! Did you hear the icky sticky gum sound? Yes! Now lets read them together as I point to them on this list. *Present list with tip, deck, bid, milk, trip, pigs, kilt, pilp and point to them as class reads in unison; call on individuals after to read, also*”

6.    “You all have done an excellent job spelling and reading today. It is time to read a book now! We are going to read the story Tin Man Fix it. *distribute copies to desks* Do you know what a tin man is? A man that is made out of a material called tin, its silver and shiny! This story has a few different characters and a big mess up happens! Tin man gets hurt—can one of his friends help him? What happens next? Do you think his friends can fix the tin man? Do you think he is okay? We will have to read this story to find out! Find a partner to read with! You will go back and forth each reading one page at a time. I may come around and listen to your reading, but do not stop reading with your partner! When you finish, close your book and set it on your desk. We will read the story all together at the end. *display version of decodable book on smartboard and have class read aloud in unison, but stopping after pages to discuss content*”

7.    “You have listened for the sound of the letter i, spelled words with /i/, and read words with /i/! Now we are going to finish with with a fun worksheet. In this worksheet, you will circle words that make the /i/ sound and then think of three new words!  *pass out worksheets* Get out your colored pencils and color in the pictures with short i in them! Only some have the /i/ sound in them. Then circle the correct words and write some! *collect worksheets and evaluate each student’s understanding and progress*”

 

References:

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

Molly Cranston Ugly Uhh’s- https://mcranz15.wixsite.com/mysite/br-lesson-design

Book: Tin Man Fix It https://auburn.instructure.com/courses/1097859/files/122798775/download?wrap=1