Icky Sticky!!!!

Beginning Reading Literacy Design

Shannon Ritter



In order for children to learn to read and write words they must have phoneme awareness. Phoneme awareness is the ability to recognize phonemes in the spoken language. Recognizing vowels in language poses as one of the most difficult phonemes for children to identify. This lesson will help students to recognize i = /i/ (short i). The goals of this lesson are to help students to identify, recognize, and read the phoneme /i/.


Elkonin letterbox set for each child, and larger set for the teacher, letters (I,t,s,k,df,n,w,g,n,t,s) for students and a larger set for the teacher (all laminated), chart with tongue twister "Dizzy Lizzy licked the icky sticky igloo", the decodable book Tin Man Fix It, list of written out words (2 phoneme: it, is, 3 phonemes:kid, fit, tin, 4 phonemes: twig, mint, swim), picture page used for assessment, primary paper, and pencil



  1. Introduce the lesson by giving an explanation to the students of what they will be learning about the vowel sound /i/. "Today we are going to learn about the /i/  sound. We will be learning how to use /i/ when we read and write. I know at first this may be tricky, but once we have practiced /i/ it will get easier." (Model the tongue twister and then let them repeat after you). "Lets say this tongue twister togetherDiiiiiiiiiiiizzzzzzzy Liiiiiiiiiiiiiiizzy liiiiiiiiiiiiiiiiicked the iiiiiiiiiiiiiiiiiicky stiiiiiiiiiiiicky iiiiiiiiiiiiiigloo. Do you hear the /i/ sound in these words? Let’s learn more about /i/."

  2. Have the letters and letterboxes laid out for all the students. "I want everyone to watch me use these words to put into the letterboxes." Then children will continue to work on their own with three phoneme words. Once the children have mastered the three phoneme words, move the class on together as a group to four phoneme words. If any questions arise, continue to model for the class.

  3. Have the students put up their letters and letterboxes. "Once everyone has their letters and letterboxes put up, I want you to read what words I put in my letterboxes. We will do this step together." (Students will read what words are shown, where everyone can see).

  4. Each child will be given the book, Tin Man Fix It, and will be asked to read it. "This is a book about a small boy that runs into a robot and it breaks! Can he fix it? I would like everyone to hold your own book and point to the words as you read it. I will be walking around to hear you read." Walk around the classroom as students read and make notes of their progress. If time allows, do a running record on some students in order to help prepare for future lessons.


1.      Children will review their words that they used in their letterbox lessons by reading the specific words. Children will also be given a few new words that use the /i/ correspondance such as time, bit, chin, and kid. This will help children to further understand and practice the /i/. Children will also be given review words using the /a/ correspondance (at, sad, hat,jack).

  1. Individual assessment: Have ach child individually come to my desk. "I will show you a picture page with different pictures on it. I want you to point to the words that have the /i/ sound in them and choose one word to write." Each child will be provided a piece of primary paper.




  1. Eldredge, J. Lloyd, Teaching Decoding in Holistic Classrooms. Upper Saddle River, New Jersey.1995.

  2. www.auburn.edu/rdggenie/insights.cdavisbr.html.  Icky Sticky Inchworm by Christie Davis

  3. http://www.auburn.edu/rdggenie/inroads/byrdbr.html Izzy Wizzy by Lauren Byrd.

  4. Tin Man Fix It. (Educational Insights)

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