Sticky Icky Fingers
Beginning Reading
Rationale:
In order to become a skillful reader, students must become familiar and
understand the relationship between letters and their sounds, or graphemes and
phonemes. Vowels can sound more than one way, short or long, which is a reason
that students tend to have difficulty in mastering their vowels. This lesson
will teach children how to recognize /i/ and use the short /i/ sound by
using tongue ticklers, letterbox lessons, and writing.
Materials:
Primary paper and pencil; picture with sticky icky fingers; Chant with tongue
twister "Liz slipped on a stick with her sticky icky shoe" Letterboxes; Letter
tiles: i, s, n, p, g, t, t, s, l, m, c, r, b, f, h, d, k, w, a; Pseudowords: fim,
pid, lin, mip, fip
Procedure:
1.
"As class we will discover the letter /i/ today.
/i/ makes the sound like something is on your fingers and it is so icky
and sticky that it's hard to get off.
Has anyone ever had glue or or something sticky on their hands?" Show
picture with the sticky icky fingers.
"I want everyone to put their hands up and shake them like something
sticky is on them. While shaking our
hands I want everyone to say sticky icky."
While students are shaking their hands, demonstrate shaking your hands
while slowly pronouncing stiiicky iiiicky.
"Does everyone hear the /i/ in stiiiiiicky iiiicky? Say it with me
slowly, s-t-iiiiiiii-c-k-y iiiiiiiiii-c-k-y!"
2.
"Now we are going to do our tongue twister, remember the sound /i/ makes; now
let's sound out our tongue twister. "Liz slipped on a stick with her sticky icky
shoe." L-iiii-z s-l-iiiiip-p-e-d on
a s-t-iiii-c-k w-iiiii-t-h her s-t-iiii-c-k-y iiii-c-k-y shoe.
3.
Test pseudowords words: fim, pid, lin, mip, fip.
Have students tell you what the word is.
After pseudowords are completed, give out primary paper and pencils to
students. "Now we are going to
learn how to distinguish the capital I from the lower case i.
We are going to start at the top of the roof, bring your pencil straight
down to the sidewalk. Cross the top
and the bottom of the line, straight roof across top and the base of the floor
at the bottom." Watch to make sure
students are correctly writing their capital I.
"Now we are going to learn about the lower case i.
Put your pencil at the fence; draw a straight line down to the sidewalk.
When you finish your line, put a little dot in between the fence and the
rooftop.
4.
"Now we are going to try to find the /i/ sound in a few words.
Remember, when you hear the /i/ in a word to do your sticky icky hand
motions! I'll show you, do you hear
/i/ in fig or
fat? F-iiiiii-g or f-a-t?
I hear /i/ in f-iiiiii-g, don't you?
Now I want you to tell me if you hear /i/ in
big or
small? Listen to me as I say each
word, bbb-iiiiiiii-g, I am stretching out the word so I can hear /i/.
Bbbb-iiiiiii-g or sss-m-aa-lllll, can you tell me which word you hear /i/?"
Continue process with swim or
stand?
pill or
fell? six or
ten?
5.
Demonstrate with letterboxes how to spell words. "Now we are going to practice
spelling words with the /i/ sound. If I
say pig, listen to the sounds in
pig, /p/ /i/ /g/.
What do you hear in pig?
p-p-i-i-i-i-g-g...
What sound does the /i/ make?" Do the stiiiiiiicky iiiicky hand motions.
Letterbox lesson words: 2-is, in 3-tan, pig, tin, fish 4-slim, crib
5-twist. Present each word one at a
time, making sure students understand to use the right number of boxes.
Scaffolding them throughout the lesson.
Assessment:
Assessment will be with primary paper.
Have student's complete pseudowords and come up one by one to read the
words to you.
Sources:
The Reading Genie Phoneme Pictures for Short Vowles:
http://www.auburn.edu/academic/education/reading_genie/phonpics.html
"Ewww, It's so Sticky and Icky!" Beginning Reading by Cody Godwin:
http://www.auburn.edu/academic/education/reading_genie/realizations/godwinbr.htm
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