Icky Sticky

Cierra Haslam


Rationale: For student's to become successful readers, they have to know how to recognize letters and also the sound that corresponds with each letter. This lesson will focus on i = /i/.  Students will learn to recognize this correspondence in written and spoken words through doing a letter box lesson.  They will also learn how to spell and read words that include i = /i/.



Picture representing icky sticky (someone trying to get something sticky off of their hands), poster with "The Indian invited the indigo insect into his igloo.", 4 Elkonin boxes for each student, 4 large Elkonin boxes for modeling, the letters: p,i,b,n,d,m,s,t,w,l,h for each student and the teacher, they book Tin Man Fix-It for each pair of students, primary paper, pencils, word list for the letter box lesson: 3: pin, bid, will, lid, hip, bib, 4: list, mist



1. Show the students the icky sticky picture.  Have them guess what is happening in the picture. Say, "The person in the picture has something icky sticky on their hands that they are trying to get off." "Have you ever had something icky sticky on your hands? How did you try to get it off? I would try to shake it off like this." Show the students how to shake their hands.  Have the students repeat after you "icky sticky". Then have them stretch out the /i/ "iiiicky stiiiiicky". Each time they say /i/, have them shake their hands as shown.  "Do you hear /i/ in icky sticky?" Have the students say "/i/ icky sticky".


2. "Do you hear /i/ in inch or catch? Do you hear /i/ in rim or bam, lid or led, bin or bed? Good job"


3. "Do you know what letter says /i/? It is I. Good job." Show the students the written words that you just asked them, bin, bed, inch, etc. and have them identify which word says /i/. "Remember to shake your hands when you hear or say /i/."


4. Show the students the poster with the tongue twister on it and have them repeat it after you. "Now let's say the sentence again but this time let's stretch out the /i/."


5.  Pass out the Elkonin boxes and the letters to each student.  Model how to spell the first word pin. "I'm going to show you how to do the first word pin."  I will stretch out all of the sounds I hear, ppppiiiinnnn.  Ok so p goes in the first box, in the next box goes icky sticky i, then comes n last.  Did I get all of the sounds in pin?  Yes, pppiiiiinnnnn."


6. Have the students begin their letter boxes on their own to complete the word list. Call out each word for the students.  Monitor all progress with a checklist to assess student understanding.  After every student has successfully completed a word, move on to the next word. 


7. After the letter box lesson is complete, put up the list of words used and have the students read them.  "I will read the first word for you and then I want you to read the rest of the list."


8. Put the students into pairs and have them read Tin Man Fix-It together.  "Remember to focus on icky sticky /i/." 


Reference: http://www.auburn.edu/academic/education/reading_genie/encounters/simpsonbr.html

Picture of Icky Sticky:      http://www.auburn.edu/academic/education/reading_genie/phonpics.html

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