"Icky Sticky Hands”    
 

        By: Natalie Wingard       

Rationale:
It is so important for children to clearly understand phoneme/grapheme correspondence in order for students to be successful in decoding, reading and reading comprehension. This lesson will help give students a basic understanding of i=/i/ in spoken and written words.  It will give them a memorable representation of sound and by exposing them to that sound in written words.

Materials
1) Chalkboard, chalk, chart with tongue twister written on it (The important Indian was ill from the icky sticky syrup)
2) Primary paper, pencils, a copy of Tin Man Fix It for every student
3) Flash cards with letterbox words written on them (pin, slim, pet, print, rag, and fist)
4) Elkonin boxes for every student, letter manipulatives for ever student (a, e, i, l, d, p, n, s, m, r, t, g, f), overhead Elkonin boxes, and overhead letter manipulatives (a, e, i, l, d, p, n, s, m, r, t, g, f), overhead projector.

Procedure
1. Start the lesson by writing the letter i on the chalkboard.  “Does anyone know what this letter is? And what sound does it make? Well this is the letter i and it says /i/ like in ill or "icky sticky."  While you say "icky sticky" shake your hands out like you have a lot of peanut butter or syrup stuck to them and then have your students repeat the motion with you.

2. Take out the chart that you have your tongue twister written on and practice it with your students.” I have a tongue twister for us to practice with. I am going to read it once and then I want all of us to read it together.” The important Indian was ill from the icky sticky syrup. Good. Now this time when we say it I want everyone to do their "icky sticky" motion while we drage out all those interesting i's. The iiiimportant IIIIndian was iiill from the iiiicky sticky syrup. Good Job! That was great. Now let’s stand up and really get into it and shake our hands. The iiiiimportant iiiiindian was iiiiill from the iiiiicky stiiiiiiicky syrup.
3. Now you are going to assess the students’ ability to hear /i/ in various spoken words. Now I am going to read you two words and I want you to tell me which one has that icky sticky /i/ sound in it, ok? Do you hear /i/ in _____ or _____? The word choices are: slim and frog? bust or fist? spent or rip? pit or bag? spin or tale? and best or print? Then have your students try and think of some of their own words that have /i/ in them. Then have them write them on the board and underline the i in each word the best they can. If they have trouble coming up with some, suggest they look around the room, or maybe a word chart that you might have in your classroom, and if they continue to struggle offer some of your own words to help them out.

4. Now use the Elkonin boxes to do a class letterbox lesson. You will explain that some of the words you are going to use might have some of the other vowel sounds that they have learned already. Hand out the letterbox sheets and the letters to each student and have them put the letters on the lower case side. The letters that they will need are: a, e, i, l, d, p, n, s, m, r, t, g, f. Put your letters and letterboxes on the overhead and model how to do a word in case they have forgotten, and that each letterbox stands for each sound. Have your students use the three letterboxes first and then tell them that they will have to sue four later. Now I am going to do an example of what we are going to do, just in case you all forgot. Let's do the word SKIP, Sally will SKIP to school. Let's see I hear /s/ first what letter makes that sound? '"s"  good job! So s goes in the first letter box, and then I hear /k/ sound so that goes in my second letterbox and then I hear that icky sticky /i/ what letter makes that sound? "i" good job! What is the last letter I hear /p/ what makes that sound? “p” great! Now everyone let's see if you all can do a couple of words. Read each word with a sentence that contains the word you are working on, walk around the classroom and make sure each student is doing the right thing. Give a little time for them to correct themselves. If a student has misspelled a word, then repeat it to them just as they have spelled it and see if they can figure out what is wrong, if not then give them the word. After each student is finished model the correct spelling on the overhead and move onto the next word. The words to use are: rag, pet, beg, bent, pin, slim, print and fist.

 5. Next take out the flashcards with each of the letterbox words written on them and have the students read the word out to you. Now everyone tell me what this word says. Great Job! You are doing such a wonderful job recognizing those icky sticky i's.

6. Next introduce the decodable book: Tin Man Fix-It. Now we are all going to read Tin Man Fix-It. This is a story about a tin man named Tim and he is working on planting a garden with his fix-it man friend, Jim until a boy named Sid comes and runs right into Tim on his skateboard. We need to read to see what happens next!! Read the first page then have each student take turns reading a sentence. Select randomly.

7. Have each student write a message about their favorite activity while you call each student to your desk one at a time and identify i's in spoken words.

Assessment:
To assess each student, I will evaluate their ability while reading Tin Man Fix-It. And I will also test their ability to recognize the sound.  While they are writing their message, I will have them come up to my desk and identify i's in spoken words so that way I can make sure they have a good understanding of the phoneme and grapheme.

Resources:
Lesniak T. (1999) "The Letterbox Lesson: A Hands on Approach to Teaching Decoding"

Auburn’s.Tin Man Fix It, Carson, Educational Insights

http://www.auburn.edu/rdggenie/discov/adamsbr.html "Hop Scotch"

http://www.auburn.edu/rdggenie/discov/orsobr.html "Scary A-a-a-a!"

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