Emergent Literacy
Icky Sticky Kitty!
Emergent Literacy
Goal: Students will learn
the short i phoneme /i/ and be able
to recognize the letter-sound relationship.
Rationale: In order to
learn to read, children must have phoneme
awareness and letter recognition. Explicitly instructing students about
phonemes and their corresponding letter symbol is the best way to
develop these
essential skills.
Materials: "Liz is Six"
books for each student, chart paper with "The
important Indian was ill with injuries inside the igloo
" tongue twister, icky sticky kitty phoneme
picture, assessment worksheet with pictures of a pig, dog, kiss, bag,
dollar
bill, chair, stick, man, and dish.
Procedure:
1. Introduce
the lesson: "Today we're going to learn about the mouth move /i/. First
let's look at this picture. This Kitty is playing with glue! He is
going to be
very sticky. If I got glue on my hands, I would say 'Ick! It's so icky
sticky!'
Everybody say 'icky sticky!' Ok, now move your hands up and down like
there's
something icky on it and say 'icky sticky.' Good job! We're going to
remember
our icky sticky motion and use it in our lesson today." Put the picture
on
the phoneme area in the classroom.
2. Model
listening for the sound in words "Let's listen to this tongue twister:
The
important Indian was ill with injuries inside the igloo. We can stretch
the
words out to hear the icky sticky sound. (Model stretching 'icky
sticky.') Iiiiiiiicky stiiiiiiicky! Use
your icky sticky hand motion to show me when you hear the /i/ sound.
(Have the
class stretch out the tongue twister and make the motion.)
3.
Guided
practice: "Let's listen to some practice words. I'll show you how to
find /i/ in a word. I want to know whether I hear /i/ in rip or rap.
I'll stretch them out and see when I can hear my icky sticky sound.
Rrrrrraaaaaappp. I don't think I hear icky sticky! How about
rrrrrriiiiiiiippppp. Ooh! I heard it. Rrrrrricky sticky! Now let's
practice. Tell me, do you hear /i/
in spit or spot? How about in miss or mess? Pan or pin? Ok, good. Now
do you
hear /i/ in wig or hair? Dance or jig? Do your icky sticky motion when
you hear
the /i/ sound. Miss Kitty spilled her glue and it was sticky. Good job,
class!"
Watch the class to make sure the students are all making the motion at
the
appropriate times. If not, you may have to go modify or reteach some of
the
lesson.
4. Connect
phoneme with letter representation: "The way we write the sound /i/ is
with the letter i. We make the letter i by drawing a line from the
fence to the
sidewalk, then make a little dot between the rooftop and the fence.
When you
see the letter i in a word, that tells you to make the icky sticky
sound. Everyone
practice drawing the letter i, and I'll come around and look at your
work."
5. Whole
text: Read "Liz is Six" as a class. Have student make the icky sticky
motion as they hear the sound. Have students read the book again as
table
groups. Walk around and listen as they read.
6. Assessment:
Give a worksheet with pictures on it. Help the students identify each
picture,
and have them circle the ones that have the /i/ sound in their names.
Reference: Icky Sticky and Itty Bitty by Julie Smith. http://www.auburn.edu/academic/education/reading_genie/navig/smithjbr.html
Return
to the Encounters Index