Sticky Icky Fingers
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
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.
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
Return to Caravans: