Icky Sticky Sandwich
Emergent Literacy Design

Melissa Parrish

Rationale:  Letter recognition is vital to the success of emergent readers.  Children must learn that letters are symbols that have a corresponding sound.  The goal of this lesson is i = /i/.  This lesson will look at the short i sound and provide a vocal gesture to help the students remember the letter/sound correspondence.  The students will practice their new information by looking at words with and without the short i sound during a letterbox lesson.

Materials:  primary paper and pencil; letterboxes and letterbox letters for each child (a,i,s,x,f,l,c,k,n,b,r,m); dry erase board and marker; Liz is Six

1.  Introduce lesson by saying that language is like a secret code- letters are not only written a certain way, but they also make certain sounds when we speak.  “Today we are going to look at the letter /i/ and listen for what sound it makes.  We will see how our mouth moves when we say ‘iii’.  There are so many fun /i/ words; you’ll be surprised how many you already know!  Let’s get started!  I know you’ll be experts!”

 2.  Has anyone ever been eating a peanut butter and jelly sandwich and gotten it all over you?  Did your hands get all sticky and icky?  When we say icky and sticky we make the /i/ sound. Let’s all shake our hands off when we say icky sticky using /i/. Great!  I’m going to read you some words and you tell me if you hear the /i/ sound. First listen to the /i/ in s-i-i-i-i-i-t.  Do you hear /i/ in big or bag?  Frog or fish?  Lick or lock? Hit or pan?

 3.  Let’s try a tongue twister using the /i/ sound (on dry erase board).  “Indigo the Indian is ill inside the igloo!”  Let’s all say it three times together.  Now let’s stretch out the /i/ in the words.  Great!

 4.  Now we are going to practice writing the letter i that makes our /i/ sound.  Take out your primary paper and pencil.  Start at the fence and draw a line to the sidewalk, then give him a feather.  Wonderful job!  What sound does /i/ make again? Remember to shake our hands off when making the sound!  Now, let’s see you write it four more times. 

 5.  Okay, now that you have learned a lot about /i/ we are going to use our letterboxes.  I will show you how to spell using the boxes and your letters.  Each box will represent one individual sound. (There will be letterboxes modeled on the board)  When I spell “sit” I am only going to use three letter boxes because there are three sounds or phonemes in “sit”. /s/ /i/ /t/.  Let’s make the sounds together.  Good! 

 6.  Now it is your turn to practice.  I will call out a word and you will use your letters to spell out the word in your letterboxes.  The first word is it.  This will require two boxes because there are two sounds in the word.  I will then continue to have the children spell the following words:  3[six, fit, lick, tin] 4[stick, slack, brim, mist]. 

 7.  Next I will spell the words we have been practicing and have you read the word aloud to me.  I will call on students to read the words.  Once a student has read the word, the entire class will repeat.  Great job reading!

 8.  You are all doing a wonderful job!  Now we are going to read Liz is Six, so pull out your book.  Whenever you hear the /i/ sound, shake your hands like we did before.  Great job doing your hand gestures!  Now that we are pros with the short /i/ sound I am going to let you help me make a tongue twister using words that we hear the short /i/ sound in.  I will then write the tongue twister on the board and have the class repeat it several times while stressing the /i/ sound.  Ex. Isabelle is inside the igloo.

Assessment:  I will have a phonemic awareness worksheet on /i/ that will be used to assess the students.  The children will circle the pictures that have the i = /i/ correspondence in them and put an X on the pictures that have another sound correspondence.

http://www.auburn.edu/rdggenie/explor.html   Icky Sticky Inchworm by: Kristin Neely

Liz is Six.
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