It's So Sticky Icky!


Lauren Reynolds

Beginning Reading Design


Rationale: Students are to become aware of the correspondences between a grapheme, the written letter, and a phoneme, the vocal gesture of that letter. As beginning readers, it is important to give the students ways to connect the grapheme to the phoneme. In this lesson, students will learn the correspondence i = /i/. Students will learn to recognize /i/ in oral language by learning a memorable gesture to go along with the sound, recognize i=/i/ in words, practice spelling the /i/ sound with letterboxes, and identify the /i/ sound in written text by reading Liz is Six.




·Liz is Six

·Chart with tongue tickler: The important Indian was ill with injuries inside the igloo.

·Elkonin boxes and letters for teacher (for the overhead)


·List of words for overhead: pick, tab, dig, bed, lick, sip, trick, skid, drink

·Picture of Sticky Icky Lady (

·White paper


·Letterboxes and letters for each student

·Letters needed: b, r, i, c, k, p, t, a, d, g, e, l, s, n



1. I will introduce the lesson by showing the students the picture of the lady with sticky fingers. Say: "Has there ever been a time when you have had something really icky on your hands? Think about how that felt, I know that when I get something icky on my hands I do like this (model for them the motion with your hands while saying "sticky icky!"). Can everyone say "sticky icky" with me while you get the icky goop off of your sticky icky fingers? This time I want you to really stretch out the /i/ sound while we say it again. "Stiiiiicky iiiiiicky."

2. Sometimes the letter i makes that sticky icky sound. I am going to read a sentence to you, and I want you to listen to see if you hear the sticky icky i: The important Indian was ill with injuries inside the igloo. Now I want you all to read the sentence with me, and I want us to stretch out that sticky icky sound when we hear it. The iiiimportant Iiiindian was iiiill with iiiinjuries iiiinside the iiiigloo.


3. Now I want you to listen very carefully for the sticky icky i sound. I am going to read you two words, and I want you to tell me which word you hear the sticky icky i sound in. Do you hear i in pick or pack? Dig or dug? Stick or stack?


4. (Using the teacher Elkonin boxes and letters for overhead) Now we are going to try and spell some words that have the sticky icky i sound in them. I am going to spell the word brick for you first. I am going to spell it really slow so I can make sure I hear all of the sounds that I need to spell: bbb rrr iii ccc kkk. Bbb, that is the b sound, so I know to put b in my first square. Brrrrick. I hear the rrrr sound that comes next so I know to put an r in the next square. Briiiiick. There is that sticky icky i sound! I know that sound is an i, so I am going to put that in my next box. BriCK. I know that sometimes that k sound is spelled using the diagraph ck, so I am going to put these two letters at the end to make the k sound. BRICK! Now, I want you to try spelling some words using your own letterboxes and letters.


5. Students will now spell their own words using their own letterboxes. I will facilitate as the children spell the following words:

            [3]-- pick, tab, dig, bed, lick, sip   [4]-- trick, skid   [5]-- drink


6. When students are finished spelling the words I will have them read aloud the words they have spelled. I will reveal each word one at a time from a list on the overhead.


7. I will next divide the students into reading pairs. (As I am talking I will pass out the books). "Now that we are doing so well using our sticky icky letter i we are going to practice our skills by reading a book called Liz is Six. It is Liz's birthday and one of her birthday presents is a baseball mitt, which is the same as a glove. Will she be able to use it to win the baseball game or will something go wrong with her glove? We are going to have to read the book to find out. Take turns reading the book one page at a time to your reading partner and make sure you are looking out for that sticky icky letter i." (Monitor students by observation.)


8. To assess the student's knowledge of the new correspondence I will have a worksheet for them to fill out. ( I will distribute the worksheets and tell them this worksheet will help them with the /i/ sound. If they have any questions they can raise their hands. I will walk around the room to monitor the student's progress.




·Liz is Six. Educational Insights Phonics Readers, 1990. Short Vowels, Book 5.

·Sticky Icky Lady picture <>

·Cooper, Leigh- It's Sticky Icky! <>

 ·Godwin, Cody- Ewww It's So Sticky and Icky! <>

Return to Caravans index.

·Assessment worksheet <>