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Procedures:

1. To begin, introduce the lesson by showing every student the picture of the white sheep with icky sticky mud on his coat. Say, “We are going to learn about short I and the sound /i. makes when we say it in words. Have you ever gotten mud on yourself while you were playing? I know when mud gets on me, I say, “Icky, Icky!” Let’s look at our sheep. His name is Iggy and he is icky and sticky! For more practice you can say the tongue tickler: “Iggy was ill with the injuries inside the igloo.” Ask the students to say it with you for the second time. Tell the students to stretch out the /i/ in every word that they here /i/ in. “Iiiiggy was iiiiill wiiiith the iiinjuries iiinside the iiiigloo.”

 

1. Say: Beofre we learn about the spelling of /i/, we need to listen for it in some words. When I listen for /i. in words, my lips make a little stretch out smile and my mouth is open [Teacher makes vocal gesture if /i/]. I will show you first: pit. I know that Iggy is sticky because I hear the icky /i/ sound. I felt my lips make a stretched-out smile and my mouth was open. Now I am going to see if it is in sat. Hmm, I don’t think that Iggy is sticky. I didn’t hear the icky /i/ sound. Now I want you to try. If you hear /i/ say, “Iggy is sticky!” If you don’t hear the /i/ say, “Iggy is clean!” Is it in, lip, fit, lap, ping, dog, ring?

 

1. Now we are going to try spelling some words with our icky /i/ sound. We will be spelling these words using our letterboxes and letter tiles. I am going to go first. I am going to spell the word “slip” I will slip on the floor. Slip. To spell slip in the letterboxes, I need to know how many phonemes I have in the word, so I will stretch clip out and count: /s/ /l/ /i/ /p/. I need four boxes. I heard that /i/ just before the /p/ so I am going to put an i in the third box. The /i/ is the icky sound! SSS; that is the ‘s’ sound, so I know to put an ”s” in my first square. Slliip. Hmm, next I heard the “lll” sound. That is the sound an “l” makes, so I know to put a “l” in the next box. Now lets’s say it slowly. Ssslliipp. Slip! Now you’re going to try!

 

1. Say: Now let’s spell some words with /i/ using letterboxes. First hid. How many letterboxes will we need? [Let student answer.] 3! That is right! What should go in the first box if we are spelling hid? [Allow response] What about the second box? [observe] What about the last box? [Guide if child misspells] For the next couple of words, I want you to to listen for our icky sound! [Let children spell kid, sit, pin, dig, chin, skin adding letter boxes as necessary] Make sure to check their work! Prepare a sentence for every word that the child needs to spell. Monitor and assist as needed.

 

1. Say: Now I am going to let you read the words that you have spelled, but first I will show you how to read a tough word. [Display Chip on white board] I am going to start with our icky i. Now I am going to use our cover-up critter to get the first part of our word. /ch/= /p/. Now I am going to put the letters together: ch-I, chi. Now, I will put the chunk together with the last sound. Chip. Chip! Now it’s your turn! [Afterward, call on the individuals to read one word from the list until everyone is done]

 

1. Say: You have done a great job with reading words with /i/! Next, let’s read a story with our new sound. Let’s read, Tin Man Fix It! In this story, we have a tin man named Tim. Tim is playing with his friend, Sid. But Tim slips and falls! Can Tim the Tin Man be fixed? Let’s find out! [Children will read the book in pairs. Each child will alternate pages, while the teacher walks around the classroom monitoring the progress of each pair. After every child is done, the class will read the book together and turn and talk throughout the book.] Teacher should remind the students to use their coverup critter when they come across a word that they are unfamiliar with. Let the children know that you are able to help when needed.

2. Say: Wasn’t that such a fun story! What was the kid’s name? (let children answer) Did Tim get fixed? (let children answer) Next, say: Before we finish, I want to see how well you know our icky i! I want you to match the words with icky I. Here is your worksheet. Do your best!

 

Resources:

 

Assessment Worksheet:

• https://www.education.com/worksheet/article/word-family-match/

 

Courtney Mosley, “Icky Stick!”

https://cam0129.wixsite.com/mysite/about

 

Book: Tin Man Fix It, written by Shelia Cushman