Lick Your Icky Sticky Fingers

Beginning Reading

Catherine Church

Rationale: In this lesson, children will learn to recognize the short vowel i = /i/ in both spoken and written words.  They will practice reading and spelling words containing i = /i/.  They will do this through a letterbox activity focusing on i=/i/.

Materials: Elkonin Letter Boxes; letters: b,c,d,d,h,i,k,l,l,n,p,r,s,t,t,w;flash cards with the words (is, ill, his, did, brick, slid, crib, twist, print, sprint) one set for every two students; primary paper and pencils; Liz is Six.

Procedures: 1. Introduce the lesson by writing the letter i on the board.  Say: Today we are going to practice spelling and reading word that have the /i/ sound in them.  The /i/ sound is represented with the letter i.  

2. Ask students: Have you ever made cupcakes and gotten all of that yummy icing on your fingers? The best way to get the icing off is to lick your icky sticky fingers. *Teacher wiggles her fingers and pretends to lick her icky sticky fingers.

3. Let's try a tongue twister [on board]. "The important Indian was ill with injuries inside the igloo." Everybody say it three times together. Now say it one more time, and this time, stretch the /i/ at the beginning of the words that have the sound /i/ in them. "The iiiiiimportant IIIIIndian was iiiiill wiiith iiinjuries iiinside the iiigloo." Now we will try it again separating the sound from the word: "The /i/ mportant /i/ ndian was /i/ ll with /i/ njuries /i/ nside the /i/ gloo.

 4. Now have the children pick which word contains the /i/ sound in it. (sit or stand, fat or thin, bite or bit)

5. Now students will take out their letters and letterboxes. Say: now we are going to practice spelling words that contain our /i/ sound in them.  You put only one sound in a box, but sometimes you can put more than one letter in a box because sometimes it takes two letters to make one sound.  For example the word sick would be put in the boxes like this: [s][i][ck]  (show them with the letters).  The letters ck are put in one box because they make the same sound together.  I will say the word I want you to spell and then you try to spell it in your boxes.

2- is, ill

3- his, did

4- brick, slid, crib

5- twist, print

6- sprint

6. Once students have spelled all of the words pair them up and give each pair a set of flashcards.  Have them practice reading those cards to each other while you assess them to see how each pair does.

7. Then show them to cover of Liz is Six. Say: Liz gets a mitt for her birthday.  She really wants to play baseball with pig; do you think she will get to? Will she have fun?  Have the students read this book and really pay attention to the /i/ sounds in the words of the story.

References: Murray, Bruce and Lesniak T. (1999). The Letterbox Lesson: A hands-on Approach to teaching decoding. The Reading Teacher, 52. 644-650.

Pridmore, Angela. (2004) Icky Fingers: Beginning Reading

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