Icky Sticky Bubblegum

Beginning Reading Lesson Plan

By Clarice Smith

Rationale:

In order for beginning readers to be successful, they must recognize vowel correspondences. The goal of the Iesson is to teach the short vowel correspondence, i =/i/. The students will learn a meaningful name for the correspondence and a gesture to use with their tongue tickler that goes along with it to establish an understanding of the correspondence in oral language. To show their recognition of the correspondence in printed language, they will spell a list of words with the correspondence as well as some review words and pseudowords using letterbox and letter tiles. After they will read the words without their letterboxes. After to assess their recognition of the phoneme, they will read a familiar book and a running record will be taken.

Materials:

Picture of meaningful name (Icky Sticky Bubblegum), poster with tongue tickler printed on it (Izzy the Indian was injured in the igloo), list of words to find /i/ in: bit or bet, sit or sat, pet or pit; list of list of words to spell and read: [3] inch, ant, [4] brick, sled, trill, [5] spring, strap, [6] splint, [models] scrimp, primp, [pseudowords] trisk; letterbox, required letter tiles (a, b, c, d, e, g, I, k, l, m, n, o, p, r, s, t), Did it Fit?

Procedures:

Show them the picture. Say "Today, we're going to learn about how the letter I says /i/. We're going to use our feet to remember what it says. We're going to pretend that we just stepped in a big pile of icky bubblegum. Pick up your foot and say "/i/ /i/." Let's all try that and stretch our /i/. "
Take out the tongue tickler poster. Say "Let's trying listening for our /i/ sound with a sentence. Repeat after me and make our gesture whenever you hear it. Izzy the Indian was injured in the igloo. Did you hear the /i/ sound? Let's say it out and stretch out our /i/ sound. Iiiizzy the Iiindian was iiiinjured iiiin the iiiigloo. Did you hear it this time? Let's say it one more time and take the sound away from the rest of the word. I-zzy the I-ndian was i-njured i-n the i-gloo."
Using list of words to find /i/ in. Say "Let's listen for the /i/ sound in other words. Do you hear /i/ in sit or sat? Do you hear it in bet or bit? What about in pet or pit?"
Have list of letterbox words. Model reading scrimp then model spelling primp using body coda. Say "I'm going to read this word by starting with my vowel. I see I and I know that says /i/ now to the beginning of the word. s-c-r, that says scr. Scri, m-p. Now all together I now know it says scrimp." Use board to draw 5 letterboxes. Say "Now I'm going to spell the word primp. I hear my /i/." Write an I in the 3rd letterbox. Say "Now I'm going to start at the beginning. /p/. P says /p/" Write a p in the 1st letter box. "/p/ /r/. R says /r/" Write r in 2nd letterbox. "/p/ /r/ /i/. Now after I comes /m/. M says /m/." Write m in 4th letterbox. "Finally /p/. P says /p/" Write p in 5th letterbox. "/p/ /r/ /i/ /m/ /p/. Now I spelled primp."
"Now, I want you to take out your letterboxes and letters." Have them spell the words and scaffold when necessary. Move letters to correct letterboxes and read any incorrect spellings out loud to them.
"Next, we're going to read the words we just spelled and some ones we haven't seen before." Write words on board one by one or show them slides with the words and have them read.
Have each child take out their book and they can take turns reading out loud. Take a running record for each turn they read, marking miscues and self corrections.