Icky Sticky /i/
By: Katie Kilgore
Beginning Reading Lesson Plan
This lesson will teach students about the
Students need to become aware of the phoneme of each grapheme.
When students learn more about the letter-sound correspondences, they
improve in their reading.
Presenting students with a visual (fingers with icky goo) and a gesture (moving
your fingers to get the icky goo off) with the correspondent will help students
recognize /i/ in oral language.
A tongue twister, letterbox lesson, and a short
/i/ book will also help students
recognize /i/ in oral language.
Graphic image of icky sticky fingers
Primary paper and pencil
Elkonin boxes (for modeling and individual student use)
Letter Tiles for students and teacher- i,
s, r, c, h, b, g, l, d, k, n, a, p, e, t
Spelling words on a chart to read: is,
rich, big, lid, brick, slid, nap, bet
Letter /i/ assessment worksheet
Tongue Twister Poster – It was icky in the igloo
Tin Man Fix It Book-
(Educational Insights- 1990)
Say: Today we are going to be learning about the short vowel sound
Show the students a picture of the icky sticky fingers. Say: When I
say /i/ I think of icky sticky
goo on my fingers. Doesn’t it make
you want to say /i/ (shake your
hands/fingers while you say /i/).
That is what sound the short i
makes. So when we see or hear the short
i, think about the icky sticky
fingers and shake the ick off. Now
you try it. Say iiiicky stiiicky and get the ick of off your fingers. “Icky
sticky (with hand gesture)”
2. Say: Now we
are going to read a tongue twister that has
I will read it first, “It was icky in the igloo.”
you read it, “It was icky in the igloo.”
let’s read it by stretching out the /i/,
“iiiit was iiiiicky iiiin the iiiigloo.”
Say: When I say /i/ my mouth is open and my tongue is slightly lowered. Now
you say /i/ and see if your mouth makes the same movement.
Now I want you to listen for /i/ in the words I call out.
If you here /i/ shake the ick off of your fingers. Is it in sit, bed,
kid, car, and kiss?
Say: Now I will use the elkonin boxes and letters to demonstrate how to
spell a word. Say: now we are going
to complete a letterbox lesson and spell some words that have the /i/ sound
and previous short vowels that we have worked on.
Each box represents a different vocal gesture.
I am going to spell the word Rick.
/i/-/i/, I know the /i/ sound is in there. Stretch out the word by saying
RR--ii--ck. I will need three boxes because my word makes three vocal gestures,
/r/ /i/ /ck/--- R-I-CK.
Say: Now I want you to try some words.
The students will use their letters and Elkonin boxes to spell some
words with the short i sound.
I will assist the students.
Say: You are going to start with two boxes.
Spell is. He is going to the game.
(Walk around and check students spellings.
If they get it wrong say what they spelt and ask them to spell the word
Say: Now use three boxes. Spell
rich. I love rich chocolate.
Say: Now spell big.
That is a big dog (Check students).
Say: Now spell nap.
I took a nap when I was tired. (check students.)
Say: Now spell lid.
I got the lid off the coke (Check students).
Say: Now spell bet.
I bet I did well on the test. (check students)
Say: Now we are going to use four boxes. (Check students).
Say: Spell brick.
I live in a brick house. (Check students)
He slid across the grass. (Check students).
Say: Now I am going to have you read the words we spelled.
I will demonstrate how to do this.
I will read Chick. I see the
short I that makes the
/i/ sound. I will use cover-ups
to make the vocal gestures for everything before the vowel.
Then I will add the vowel and what follows.
chick.(Make Body Chunk First). Now
you try read the following words ( Point to each word on the poster –
is, rich, big, lid, brick, slid.)
Say: Now we are going to read a book called Tin Man Fix-it.
Mr. Tin Man is falling apart.
Tim tries to save Tin Man. Do you
think Tim is able to save Tin man, or does Tin Man fall apart?
We will have to read to find out! (Have students read the book with a
partner and crosscheck. Then we will read the book as a class and discuss
Say: Now we are going to do our message of the day.
Write on your primary paper, “My favorite candy is” and complete the
Say: Great job! Now, I want to see
how well you can solve words with a missing vowel
sound. Look at each picture
on this worksheet. Say what the picture is, then write in how to spell the
word with the missing vowel correspondent.
(Collect the worksheets to assess the students).
Also, have individuals come read the letterbox words while the class
in working on the worksheet as an individual assessment. (assessment)
Alexander, Shannon. “Icky Sticky Goo.”
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