Icky Sticky
I
Emergent
Literacy
Rationale: This lesson will help
children identify /i/, the phoneme represented by
I. Students will
learn to recognize /i/ in spoken words by learning a meaningful
representation (icky sticky) and the letter symbol I, practice finding
/i/ in words, and apply phoneme awareness with /i/ in phonetic
cue reading by distinguishing rhyming words from beginning
letters.
Materials: Primary paper and pencil,
chart with "The important Indian was ill with injuries inside
the igloo", set of bingo cards and cover up objects, book Liz
is Six.
Procedures:
1. Say: Our written language is a secret code. The tricky part
is learning what letters stand for -- the mouth moves we make as
we say a word. Today we're going to work on spotting the mouth
move /i/. We spell /i/ with the letter
I. The letter I is at the
beginning of the word Icky and we can remember this by putting
the letter I between our hands as if there is something sticky
on them.
2. Let's pretend there is something sticky between our hands.
(pantomime pulling hands apart) Notice where you mouth is when
you make the /i/ sound. When we say /i/ our mouth is open and
our tongue is a little out.
3. Let me show you how to find /i/ in the word
sit. I'm going to
stretch
sit out in super slow
motion and listen for that Icky Sticky I. ss-i-i-it. Slower:
sss-i-i-i-t-t. There it was! I felt my mouth open and my tongue
lowered a little
4. Let's try a tongue twister (on chart). "The important Indian
was ill with injuries inside the igloo" Everybody say it three
times together. Now say it again, and this time, stretch the /i/
at the beginning of the words. The iiimportant iiindian was
iiiill with iiiinjuries iiinside the iiigloo. Try it again and
this time break it off the word: "The /i/mportant /i/ndian was
/i/ll with /i/njuries /i/nside the /i/gloo"
5. (Have students take out primary paper and pencil). We use
letter
I to spell /i/.
Capital I looks like it has two handles on the top and bottom.
Let's write the lower case letter
i. Start at the top
of the fence and draw a straight line down to the sidewalk and
then put a little dot right above the fence in the air. I want
to see everybody's
i. After I put a star
on it, I want you to make nine more just like it.
6. Call on students to answer and tell how they knew: Do you
hear /i/ in
sun or
fin? Milk or
get? Is or
on? Say: Let's see
if you can spot the mouth move /i/ in some words. Pull your
fingers apart like they have something sticky on them if you
hear /i/ :
The, inky stinky, bug,
is, in, my, sister's, kitchen.
7. Give each student book Liz is Six and say "the girl in this
story is getting
a mitt for her birthday to play baseball with a pig.
Doesn't that sound silly? Let's read the book and see what will
happen at the baseball game"
8. Read the text aloud all together. Ask students to show with
their hands with iiicky stiiiicky hands whenever they hear and
iiicky stiiiicky I in the words.
9. For assessment,
have students play a game of icky sticky I bingo and assess how
well they are able to identify the /i/ in the words.
Reference:
Assessment bingo
game:
http://www.bingocardcreator.com/bingo-cards/speech-and-language/short-i-words
Julie Kinsie, Iiiiicky Stiiiiicky
http://www.auburn.edu/academic/education/reading_genie/doorways/kinseybr.htm
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