Let's Get Icky, Sticky Yickey!


A Beginning Reading Lesson

Taylor Bullard


Rationale: This lesson teaches children about the vowel correspondence i=/i/. In order to be able to read, children must learn to recognize the vowels and know their sounds. In this lesson children will learn to recognize, spell, and read words containing i=/i/. They will learn a meaningful representation (person with the sticky hands), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence i=/i/.


1.Image of sticky hands

2.Cover up critter to help students read words they are struggling with. A cover up critter is a popsicle stick with two small googly eyes glued onto it. It is a fun way of providing the students with something to uncover a word piece by piece so that they can read it.


4.document camera

5.Elkonin boxes for myself

6.Elkonin boxes for each student

7.Letter tiles for myself and each student: b, i, g, s, t, c, k, r, n, f, l, a, e, p, d, h

8.List of words on whiteboard to read: big, stick, grin, fun, hint, spring

9.Decodable text: Tin Man Fix It (Educational Insights 1990).

10.Assessment sheet for each student



1.Purpose and introduction: Say: In order to become expert readers we need to learn the code that helps us pronounce words. We just learned that the vowel e=/e/, like bed, today we are going to learn the next vowel i=/i/. When I think of the sound /i/ I think of someone with icky sticky hands! (Show image). Let's all act like we have sticky hands and say, "Icky Sticky /i/" (with the hand motion like you have something sticky on your hands). Students will say this with you a few times chorally and make the hand motions together.


2.Review: Say: Before we learn how to use /i/ in words, we need to listen for the sound in some words. I'll do the first one. Click. When I say the /i/ in click my tongue gently touches the roof of my mouth and my nose might even scrunch up. Do you see my nose scrunch when I say click? Right, it happens when I say /i/. Lets try another one. Red. Hmm, my nose didn't have to scrunch up to say red. Now you try one, if you hear /i/ then I want you to pretend like you have something really sticky in your hands. Swim. Do you hear /i/ in swim? If you do then make the hand motion. Good! I hear it too.


3.Model: What if I want to spell the word drink? "I will drink a coke after school!" To spell it, I first need to know how many phon--es I have, so I stretch the word out /d/ /r/ /i/ /n/ /k/.  I heard five phon--es so I need five boxes. The first sound I hear is /d/ so I know I need a d in my first box. Next I think I hear /r/, so I'll put an r in the second box. Next I hear my icky sticky /i/! So I will put the i in the third box. Next I think I hear /n/ so I will put that next. In my last box I hear /k/ so I'll put that in my last box. Now I will teach you how to read a tough word. (Write blink on the board). I'm going to start with my vowel i. so I cover up the other letters like this (cover up all letters but i ). Then I will add the beginning letters b-l-i  so now I have /bli/. Now I will put that chunk together with the last sound /nk/, so that I have blink. "We blink our eyes everyday."


4.Activity: Now I'm going to have you spell some words in letterboxes. You'll start out easy with three boxes for big. "I wish I had a big candy bar!" What should go in the first box? [Respond to children's answers]. What goes in the second box? Did you r----ber to listen for you icky skicky /i/? I'll check your spelling while I walk around the room. [Observe progress.] You'll need four letterboxes for the next word. Make sure you think about all of the sounds that you hear and don't forget to listen for your icky sticky /i/.   Here's the word: stick, "Glue will make things stick." [Allow children to spell r--aining words: grin, fun, hint, spring.] 

Say: Now I am going to let you read the words you've spelled. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]


5.Reading whole text: You've done a great job reading words with /i/. Now we are going to read a book called Tin Man Fix It. This book is about a tin man named Tim. Tim and the fix it man, Jim, are planting flowers. A big kid, Sid, zooms by th-- on his skateboard and runs into Tim! Jim is the fix it man, do you think he will be able to fix Tim? You will have to read the rest to find out! . [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Tin Man Fix It aloud together, and stops between page turns to discuss the plot.]


6.Assessment: Before we finish our lesson on i=/i/ I want you to see if you can solve a reading probl--. I want you to look and if you can pick the word that goes with the picture. (For example, one probl-- might have a list of words: cow, boy, pig, bee. There would be a picture of a pig and the student would circle the word pig.) First, look at the picture and then read the words to match the word with the picture, make sure you listen for your /i/. Collect worksheets to evaluate individual progress.




Kinsey, J. Iiiiicky Stiiiicky. : http://www.auburn.edu/acad--ic/education/reading_genie/doorways/kinseybr.htm


Assessment: http://www.funfonix.com/worksheets/book1_page19.php

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