Icky Sticky Ink

Beginning Literacy

 ink and book

Courtney Nims


Rationale: For students to learn words, they need to learn that each letter that makes up a word has a sound.  They also need to realize and learn that when those sounds are put together they make words.  Short vowels are often harder to the students to see and say their sound.  This lesson will help students to identify /i/ (short i).  The students will learn this sound by seeing it in words, reciting it to the teacher, and by learning a meaningful representation and letter symbol.



Plastics letters for each student

Elkonin boxes for each student



Picture of girl modeling the Icky Sticky I

Letter Boxes and letters for teacher to model with

Primary paper


Pseudoword test for each student


Liz is Six for each student



1. Today we are going to learn the letter i and the /i/ sound that it makes. Can everyone say the /i/ sound with me? Allow the students to say it with me. Good Job!

2. Now show the girl modeling Icky Sticky i and ask if anyone has ever gotten their hands icky sticky. Does everyone see what she is doing with her hands? Okay, when we say the /i/ sound we are going to shake our hands just like her. Show the kids the hand motion. Now lets all practice. Say iiiicky stiiiicky with me while shaking your hands.

3. Now write a tongue twister on the board. It will say Izzy the iguana spilt icky sticky ink. 'Now we are going to say a tongue twister together. Every time you hear the /i/ sound, I want you to shake your hands just like the girl in this picture that has icky sticky stuff on her hands. I will show you first and then we will do it together. Model the tongue twister and draw out the /i/ sound in each word. Model IIIzy the iiguana spilt iiicky stiiiicky iiink. Okay now I want us all of us to say it together and shake our hands when we hear that /i/ sound. Good job everyone.

4. Now we will practice finding the /i/ sound in spoken words. Do you hear /i/ in skip or run? Boat or ship? Brick or stone?

5. Now pass out the Elkonin boxes and the letters to each student. Get the overhead ready so that you can model how to use the boxes for the students. First tell them that each box stands for a sound that we hear in spoken language not necessarily a single letter. Model for the students how to spell it. Everyone pay attention, since it has two sounds in it then I will only use two boxes. Then show them that iii is one sound, and that ttt is another sound so they go in two separate boxes.

6. Now the students can begin the letter box lesson. Read each word to the students one at a time. Start with two phoneme words and move up to five phoneme words. Walk around the room after each word to look and make sure that everyone is getting them correct.  If someone needs help then scaffold by pronouncing the word exactly like they spelled it. Read this list (2) is, (3) pick, pan, sip, peg, (4) stick, snack , brick, (5) split. This list includes review words for the kids so they can practice spelling words that include vowels that they have already learned. Have each kid raise their hand when they are done so that you can check them.

7. Next take up the boxes and the letters. Now spell the words one at a time on the dry chalk board and have the kids read the words back to you so you can assess them. If they have trouble with a word use cover up and model for the class how to use blending to help them figure out a word they do not know.

8. Now pass out the book Liz is Six to everyone. Book Talk: This book is about a girl named Liz who is turning six. At her birthday party one of the gifts she receives is  a baseball mitt.  She and her friends decide to go play baseball with the new mitt that the got.  To find out if Liz will catch the ball when someone hits it to her or if pig will catch the ball that Liz hits we are going to have to read the rest of Liz is Six. Have the students get into pairs. Have each student read to their partners at a volume level that will not disturb the class. When one partner is done then the children should switch and let the other partner read.

9. Next have students write a message on primary paper.  Have the students write about their most favorite birthday party that they have ever had.  Also have the students tell about the best birthday gift they have received.



The students will be assessed during many activities to make sure that they comprehend the concept that i says /i/.



Icky Sticky Fingers-http://www.auburn.edu/academic/education/reading_genie/encounters/zickosel.html
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