“Eewww, IIIcky Stiiicky”

Emergent Literacy Lesson
 Marie Nicol

Rationale:  An important part of learning to read is gaining the ability to recognize and decode short vowel phonemes.  Phoneme awareness is one of the largest predictors of a child’s ability to learn to read.  In this lesson the students will be introduced to the /i/ phoneme and learn how to recognize it in spoken words and identify it in written words by finding the letter i.

Materials:  Poster board with sentence written on it (The gum made Libby’s lips feel icky sticky), large flash cards with words on them (sat, tick, mitt, and that), primary paper and pencil, ‘Liz is Six” (phonics reader), work sheet with lines to practice I’s on and the words bit, this, mat, lip, top, sat, sip, and flip on it.

1.  Introduce the lesson by explaining that learning to read is a big process made up of many small parts.  One of the important parts of learning to read is being able to recognize certain mouth moves.  Today we are going to learn how to pick out the /i/ mouth move.

2.  “Can you imagine getting glue or gum stuck on your hands?  Think of how sticky they would be.  You might look at them and say “icky-sticky”.  Can you hear /i/ in icky sticky?  Try saying icky sticky again but make the /i/ sound longer, iiiiiiicky stiiiiicky.”

3.  “Great now let’s see if you can tell me which of these words you hear the /i/ sound in.
Sick or sack?  Flip or flop?  Patch or pit?  Mickey or Donald?  Tac or tip?  Lap or lip?”

4. “Great job you all.  Do you see how you see now how /i/ is in a lot of words?  Look at this sentence (on poster).   The gum made Libby’s lips feel icky sticky.  How many times did you hear the /i/ sound?  Let’s try saying the sentence slower and dragging out the /i/ sound every time we hear it.  The gum made Liiiiiibby’s liiiips feel iiiicky stiiiicky.  Can you hear /i/ 4 times?”

5.  “Now look at the poster.  Can everyone find the letter I on the poster?  (point to the letter on the poster).  When the letter I is by itself it makes the /i/ sound, like in iiicky stiiicky.  When you see a word with the letter I in it, with no other vowels then you know that the /i/ sound will be in the word.  Let’s practice finding the I in some words.”

6.  (use big flash cards with words on them) “Does this say sit or sat? (sat)  Does this say tick or tock? (tick)  Does this sat mitt or mat? (mitt)  And finally, does this say this or that? (that).”

7.  “You all are doing such a wonderful job with /i/.  Now let’s read a book called “Liz is Six”.  After reading the book have the students write a letter to a friend about a favorite birthday present.  Encourage them to use invented spelling and draw pictures.”

Assessment:  To assess what your students have learned pass out a worksheet that lets the students practice writing the letter I and finding it in words.

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