Icky Bubble Gum!
Beginning Reading Design
Rationale: This lesson will teach students about the correspondance i =/i/. Students will learn to recognize, spell, and read words containing i = /i/. There will be a meaningful representation( when something is icky on your hand, you wipe it off), they will read and spell words with a letterbox lesson, and read a decodable book focusing on the correspondence i = /i/.
Materials:
Image of a person with bubble gum, blowing a big bubble
Cover-up Critter
Letterboxes (for student and modeling)
Letter manipulatives (magnetic letters for teacher and paper letters for student)
Poster board with spelling words
Magnetic board for teacher
Decodable Book: Liz is Six (computer needed to read the book pdf)
Assessment worksheet
Letters needed for the lesson: b,i,g,h,t,d,a,o,x,p,e,l,z
Procedures/Introduction/Activity:
Say: In order to become expert readers, we must learn coding that helps us produce words correctly. We have already learned words like gag, add, desk, and help. These words consist of a = /a/ or e = /e/ but today we are going to focus on words with icky i = /i/. When I say i = /i/, I think about sticky bubble gum. (show the students the image of the person blowing a big bubble with gum).
Before we can read the words, we need to be able to recognize what they sound like. Let’s see if you can find the icky words in this tongue tickler; “The important Indian was ill with injuries inside the igloo.” Now let's slow things down, everytime you hear the icky “i” sound, I want you to shake your hands like this (perform the motion) and pretend you are getting the icky “i” off your hands. “The i-i-important i-i-indian was i-i-ill wi-i-ith i-i-injuries i-i-inside the i-i-igloo.” Can you hear how your mouth opens slightly and your tongue goes to the bottom of your mouth?
Say: Now I am going to read you some words. Let’s see if you listen for icky “i”. Do you hear the i = /i/ in Did or Dog? Big or Best? Tin or Tall?
Say: Now that we recognize i = /i/ sound, let’s practice spelling it. Let’s start with the word Big. B-i-g (sound these letters out). I can hear three different sounds when spelling the word big, so I know that I am going to need three different letterboxes. B-i-g (sound these letters out). I hear the icky i = /i/ in the middle (place the letter i in the middle box). Now I go back to the beginning with my b-b-b sound (put the letter b in the first box), and now all i have left is the g-g-g sound on the end (put the letter g in the third box). Now we have the word b-i-g. Let’s see if you can practice finding icky “i” in: hit, dad, box, pet, lip, gag, zip, hot, and help. (scaffold as needed).
Say: You are doing so well with this! Let’s practice reading some words with icky “i” in them (get the poster with the words written on it out). If I was going to read the word dig, I would begin by locating my icky “i” then I would look at the letters before it. I see that the “d” before the icky “i” says d-d-d. Then I would put this together to make d-d-d-i-i-i and then add the final letter “g” g-g-g. Finally, I would put it all together, d-d-d-i-i-i-g-g-g, dig. Let’s see if you can practice reading some of these words (same as letterbox lesson but have the words printed out).
Say: You have done an awesome job! Now that we can recognize the icky “i” it is time to hear it in our story. We are going to read a book called Liz is Six. Liz is having a birthday party with all of her friends where they start playing a game of baseball. We will have to read to see if the game goes as planned and they all have fun playing! (have the student read the book and scaffold as needed).
Say: This is our last activity of the day. I want you to complete this worksheet where you read each word out-loud then match the word to the correct picture. Once you have matched them all, if they are correct I will put a check mark then you can color the pictures.
Resources: