Ewww, It's So Sticky and Icky!

Beginning Reading

Cody Godwin

Rationale: Students have to be able to recognize the letters and their sounds.  Students have to understand this relationship fully be able to make correspondence between written letters and phonemes.  As beginning readers, it is important to give the students ways to connect the grapheme to the phoneme. Students will learn the correspondence i = /i/ in this lesson.  Students will learn to recognize /i/ in oral language by learning a fun and memorable gesture to go along with the sound, recognize i=/i/ in words.  They will practice spelling the /i/ sound with letterboxes, and identify the /i/ sound in the book Liz is Six

 
Materials: Liz Is Six, chart with "Lizzy the iguana is inside the igloo", letterboxes on the board, and huge letter tiles (f,l,i,c,k), picture of sticky icky lady (http://www.auburn.edu/academic/education/reading_genie/phonlet.html),
white paper, crayons, letterboxes and letters (per student),  letters needed:  r,a,c,k,p,i,t,e,d,w,n,l,s,m

Procedures:

1. To begin, introduce the lesson by showing students the picture of a lady with sticky fingers. Say, Have you ever gotten anything really sticky on your hands?  I know when I get something sticky on my hands I do like this (Model the hand gesture while saying "sticky icky"). Can everyone say "sticky icky" with me while you shake the goo off your sticky icky hands? Now can you really stretch out the /i/ sound like this (model) while we say it again?

2. Sometimes the letter "I" makes the sticky icky sound. I am going to say the tongue tickler first.  I want to see if we can hear the sticky icky letter "I" in this sentence:  Lizzy the iguana is inside the igloo.  Now, I want you all will say it with me. Let's be sure to stretch that sticky icky sound out when we here it.  Liiiiizzy the iiiiguana iiiiis iiiinside the iiigloo.

3. Now I want you to listen very carefully for our sticky icky /i/ sound.  I will say two words and I would like you to tell me which one has the /i/ sound in it.  Do you hear /i/ in stick or stack, pig or leg, dig or dug?

4. Now we're going to try spelling some words with our icky sticky /i/ sound.  We will be spelling these words using out letterboxes and our letter tiles.  Each student will be given letterboxes with the appropriate letter tiles.   I am going to spell the word "flick". I am going to say it really slow to make sure I hear all of the sounds I need to spell: fff lll iii ccckk. FFF; that is the "f" sound, so I know to put a "f" in my first square. Flllllick. Next I hear the "lllll" sound. That is the sound an "l" makes, so I know to put an l in the next box. Fliiiiiiick. That was the icky sticky sound! I know that sound! The "I" makes that sound, so I am going to put it in the next box. FliCK. I know that sometimes at the end of words, "ck" makes the "k" sound, so I am going to put those together to make the "k" sound. Flick!  Now you're going to try it.

5. Now we are going to shift into have the students do the letterboxes.   Have the children spell the following words: (having review words help students to decode the words not just repeat)

(3) rack, pit, red, win           (4) clip, swim         (5)print

6. Walk around while the students are working on their letterboxes.  This is where you observe to make sure that the students are staying on task.  Then, have the students read aloud the words they have spelled as you reveal them from the list on the board, one at a time.

7. After the letter box lesson is finish, divide students into reading pairs.  Since we have done such a great job learning our icky sticker letter "I" we are going to practice our skills by reading a book, Liz is Six. As, the students are being paired up; give a book talk about Liz is Six.  It's Liz's sixth birthday, and she gets a baseball mitt, Will she be able to use it to win the baseball game or will something go wrong with her new mitt? To find out, we're going to have to read the book. Take turns reading the book, one page at a time, to your reading partner. Continue to walk around the classroom to monitor the students. 

8.To assess the students, we are going to do an activity that will help us remember our sticky icky i. Pass out white paper and crayons. Have an example to show students. Have children trace their hands, and draw icky goo dripping from the fingers. Students will write "i" on the palm of the hand and have them write words with the /i/ sound in them.  Walk around the classroom to observe the students. 

Resources:

Cooper, Leigh http://www.auburn.edu/academic/education/reading_genie/projects/cooperbr.html

The sticky icky picture http://www.auburn.edu/academic/education/reading_genie/phonlet.html>

Liz Is Six.   Educational Insights Phonics Readers, 1990.  Short Vowels, Book 5.

 

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