Icky Sticky Fingers!
Rationale: In order for children to
develop phonemic awareness, they must first have an understanding of
short vowel sounds. This is imperative to
their success in reading. This lesson will
help children recognize the correspondence i= /i/ in spoken and written
words by giving memorable and meaningful representation of sound as
well as exposure to its use in words.
Liz Is Six for each student
Chart with tongue twister on it (Lizzy
the lizard lived in its igloo.)
Primary pencils and paper for each
Letterboxes for each student
Set of oversized letters and letterboxes
(teacher copy for board demonstration)
Plastic letters for each student (b, c,
g, h, i, k, l, m, p, r, s, t, w, )
Picture of “icky sticky” (child with
glue on hands)
White paper for each student
Picture page with illustrations (pig,
duck, bed, hill, twig, bib, fish, pan, witch, wizard)
1. “It is very important in reading to
know the sounds that different letters
make. Today we are going to learn a fun way to remember when i says /i/
word. Has anyone ever gotten glue stuck
on their fingers? What sound did you make when you had glue stuck on
That’s right! You said /i/ck! That is the sound that the short I makes. Let’s all pretend that we have glue on our
fingers. Remember to make the sound as
try to rub the glue off of your fingers!
/i/!! Good job! One other way to remember the sound is to say the words
stick” (Show picture) as you are doing it.
Let’s all try it together. “Icky Sticky!!” Great work, class!”
2. “Now let’s look at a tongue twister.
Let’s read it together. (Lizzy
the lizard lived in its igloo.) Great! This time when we say it, lets
out the /i/ sound, and make the ‘icky sticky’ hand motion.
(Li-i-i-izzy the li-i-i-izard li-i-i-ived
i-i-n i-i-ts i-i-i-igloo.) Good job!”
3. Have the students tell if they hear
the /i/ sound in different words. “Do you
hear /i/ in stand or sit? slurp or
sip? big or small?
4.“Now that we all know how to make the
/i/ sound (do “icky sticky with fingers),
we are going to practice writing the letter i.
Everyone needs to take out a piece of primary paper and a pencil. Watch and model what I am doing (model on the
board with lines that match their paper).
We start at the fence and go down to the sidewalk.
Then, pick up your pencil and give him a dot
just about the fence. Do that 9 more
times on your paper while I walk around and check.
5. “Take out your letters and
Spread the letters out on your desk so that you can see each
clearly. (Use the big model taped on the
board so that everyone can see the boxes and the letters.) Now, we are
spell words that have the /i/ sound in them.
Remember to put only one sound in each box.
Watch me as I spell the word dig. D-d-d-i-i-i-g-g-g/ Sometimes it helps to say the word out loud
so I can hear all of the sounds. The
first sound I hear in dig is /d/. So, I am going to put the d in the first
box. What is the second sound I hear?
(Do the “icky stick”) Correct! I hear the /i/ sound.
So, I’ll put the i in the next box. The
last sound I hear is /g/, and so I put
the g in the last box. Let’s read our
word. D-i-g. Good job! We have just
spelled the word dig! Let’s give you a try now and see if you can spell
words that have /i/ in them. Use your
letters and letterboxes to spell these words: 2 phonemes: it. 3: ship,
him, pig. 4: list, twig, milk. 5: crisp, split.
(Tell the students how many boxes they will need to use for each
words.) We’re ready to practice reading and spelling our words with the
sound. Do your best to spell them just
the way I showed you. When you are
finished, raise your hand and I will come check your work!”
6. Pass out copies of Liz Is Six to each
student. “Today we are going to read a
Liz Is Six.
This book is about Liz, a
little girl who is having a birthday party.
One of the presents she gets is a mitt.
She and her friend, a pig, play a game of softball with Liz’s
mitt. It is a very close game and we are
going to have to read the book to find out who wins!” Have the students
their own. If a student encounters a
reading, instruct students to raise his or her hand and wait for the
assistance. When they are finished
reading, ask the students what words they read that had the /i/ sound
in them. Write the words on the board.
Assessment: Pass out the picture page and name each
picture together as a group. Read the
names of the pictures on the page with the class. Have
the students circle the pictures that
have the /i/ sound
For other assessments, the teacher could have each child come up to the
teacher's desk individually and read Liz
is Six. Their reading could be assessed by taking a
running record. References:
Shealy. The Glue is Sticky!! (Beginning Reading) http://www.auburn.edu/rdggenie/connect/meltonbr.html
B.A. & Lesniak, T (1999). The
Letterbox Lesson: A hands-on approach for teaching decoding. The Reading
Teacher, 52, 644-650.
Reader Short Vowel, Liz Is
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