"Icky, Icky, Sticky!"

Emergent Literacy Design
Jessie Wiggins

 
Rationale
:  To become a successful reader a child must be able to recognize phonemes in spoken words as well as their corresponding graphemes in written words.  Children must know their short vowels.  The short vowel /i/ is commonly confused with the short vowel /e/, and it is important to understand that these two short vowels make two distinctly different sounds.  Lots of activities can be implemented throughout the lesson to help stimulate the students in learning the short /i/ sound.  Those include: using pictures to identify whether the short /i/ is being used, thinking of 3-5 words that have short /i/ and writing a message with the chosen words.  These examples will help students determine the difference between short /i/ and other short vowels.

Materials:  Primary Paper, pencil, sentence strips (3), markers, Tin Man Fix-It (Carson Publishing, 1990), picture page worksheet

Procedures:
1. “Today we are going to learn about the short vowel /i/.”  Provide a word and explain the sound short /i/ makes.  Explain that each short vowel has a specific sound.  “The word we will use will be icky…can you hear /i/ in icky?” 

2.  Now I have some words that I will read out, and I want you to tell me which word you hear /i/ in.  

-   sit or sat?
-   inch or feet?
-   fight or witch?
-   small or big?

Great job!  See, short /i/ is easy to learn!

3.  I will read the book: Tin Man Fix-It.  Book Talk: One day a man was gardening in his year.  A tin man was walking down the street, and he fell right in front of him!  All of his tin fell apart, and he was broken!  The tin man did not know what to do, and he looked at the gardener for help.  If you want to see if the gardener fixes the tin man, you will have to read the book!

4.  Sentence strips [tongue twisters]:  We will have three sentence strips.

“I am going to read the sentence on this sentence strip. Look for the short /i/ sounds when you are reading it.  Good job.  Now, I want you to repeat after me, but this time drag out the short /i/ sound.”

  a.  “The icky sticky popsicle spilled onto the slippery floor.”  The sentence will be pronounced like “The iiiiiicky stiiiiicky popsiiiicle spiiiilled onto the sliiiippery floor.”
  b. “The important Indian was ill with injuries inside the igloo.”  The sentence will be pronounced like: “The iiiimportant Iiiindiiiian was iiill with iiiiinjuries iiiinshide the iiiiggloo.”
  c. “I wish you were a fish in my dish.” The sentence will be pronounced like: “I wiiiish you were a fiiiiish in my diiiiish.”

-Assessment: Now I will pass out a worksheet with pictures on it.  I want you to identify the picture by writing what it is. For example, if the object is a fish-write fish.  If the picture’s name has a short /i/, I want you to write a check in the box.  If it does not have a short /i/, do NOT check it. 

PICTURE
NAME of PICTURE
Checkmark for short /i/
















References:

Educational Insights. Tin Man Fix It, Carson Publishing, 1990.


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