Sticky Sticky Sticky Syrup!

Blakely Barnett

Beginning Reading Design


Rationale: When students start understanding corresponding phonemes and graphemes, they are on the road to becoming a more fluent reader. In this lesson, students will understand and identify the sound of the short vowel /i/. A picture showing a sticky substance will help them visualize a representation as they learn this correspondence. They will continue to have more practice with /i/ by reciting a tongue twister, participating in a letterbox lesson, reading a decodable book, and practicing writing the grapheme.



1) Primary paper and pencils for each student

2) Picture of a woman picking up sticky substance

3) Poster with tongue twister written on it, "The important Indian was ill with injuries inside the igloo."

4) Decodable text: "Jill and Gill" by Olivia Henderson

5) Letterboxes

6) List of letterbox words in Phoneme-Count order: (3)- Sit, Ate, Chip (4)- Brick, Pink, Skin, Skill (5)- Drift, Twist, Split (6)- Splint, Script

7) Letter Tiles: b, c, d, f, h, i, k, l, n, p, r, s, t, w.

8) Set of words for the children to listen to and decide which words have the vowel sound /i/ : Flip, Flop, Sit, Sat, Fat, Fit, Chip, Chunk, Bag, Big, Script, Scrap.



1) Say: In order for us to become better readers, we have to learn what letters go with what mouth movements. If we figure out this code, we will become great readers! Today we are going to work on the movement /i/. Who knows what letter goes with the sound /i/? Great Job! It is i. Watch my mouth when I say /i/. Everyone repeat it with me, /iiii/.


2) Say: Look at this picture. This lady has sticky stuff all over her hands! Have you ever gotten sticky syrup all over your hands after eating pancakes? I know I have! When we think of the sound /i/, I want everyone to think of sticky hands. St /i/ cky. Everyone hear the /i/ in sticky? Let's say sticky and yell the /i/ sound together. Ready, Go! St /iii/ cky. Notice where your tongue is when you say sticky and let's say it again. Your tongue should be at the bottom of your mouth.


3) Say: Now, I am going to name a few sets of words, and when you hear the /i/ sound I want you to act like you have syrup on your fingers. (Flip, Flop, Sit, Sat, Fat, Fit, Chip, Chunk, Bag, Big, Script, Scrap).


4) Say: Everyone get ready for a tongue twister!  I am going to say it first, and everyone follow along looking at the poster. "The important Indian was ill with injuries inside the igloo." Now, let's say it all together! Do the sticky syrup movement with your hands when you hear the /i/ sound. Let's repeat it two more times, continuing the hand motions when you hear the sound /i/.


5) Say: Now, we are going to do our letterbox lessons. Everyone get out your letterboxes and letters. I am going to model how to spell a word. The word I am going to spell is script. The actor followed his script to learn his lines for the play. Script. S'c..r..i..p..t. What letter goes here? That's right! The letter i does. Script. I am going to read words out to you, and I want you to spell them using your letterboxes. Remember, only one SOUND per box. Here goes: Sit, Ate, Chip, Brick, Pink, Skin, Skill, Drift, Twist, Split, Splint, Script. (Teacher will walk around and help students as they spell words, and students should be given plenty of time to spell each word before moving onto the next word). Now I am going to model how to read a hard word, Script. (Teacher models how to read word correctly). Now I am going to hold up this list of words and I want you as a class to read each word aloud. Great! Now turn to your partner and take turns reading each word to your partner. Great!


6) Say: Everyone get your primary paper and pencil out. We are going to practice writing an i. Watch me as I do it on the board. I am going to start at the fence and draw a straight line down to the sidewalk. Then. I am going to draw a small dot right above the fence. Now you try. Write an i three times. Now we are going to write a capital I. Watch as I model it for you. I am going to start at the rooftop and draw a straight line to the right. Then, I will draw a straight line from the middle of the rooftop line to the sidewalk. Then I will draw another line on the sidewalk connecting to this line. Now you practice three times. Great job!


7) Now we are going to read "Jill and Gill". (Teacher explains the story up to a critical point to make the students want to read more, otherwise known as a "booktalk"). This book is about a little girl and little boy who go up a mountain to fill up a pan with water. They were excited and getting a drink of water and took a sip. Their dog Kip surprised t them, and came with them. All of a sudden, Jill slipped and fell down the hill! You will have to read to find out what happens to Jill and Gill! Find your reading partner and take turns reading every other page. Then, read it another time to yourself.


8) I will informally assess the students by walking around and listening to their ability to correctly read and say the /i/ sound. I will also give the students a worksheet where they have to draw a line to the pictures that begin with the /i/ sound. They will also complete worksheet by drawing a line from the word to the picture. This will show me that they are reading the word in order to find out what picture it matches up with. This will tell me if they have phonemic awareness of /i/.


Assessment worksheets:




1) Picture/representation for /i. :

2) Example words for letterbox lessons:

3) Margaret Payne "Sticky Icky" Beginning Reading Lesson :

4) How to teach a letterbox lesson:


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