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Lick the Icky Sticky Popsicle!

Beginning Reading Design

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Rationale: This lesson teaches children about the short vowel correspondence i=/i/. In order to be able to read successfully, children must learn to recognize the spellings that create the pronunciations. In this lesson, children will learn to recognize, spell, and read words containing the short vowel i. Students will learn a meaningful representation (icky sticky popsicle), a tongue tickler to identify the /i/ sound, spell and read words containing this letter in a letterbox lesson, and read a decodable book that focuses on the correspondence i=/i/.   

 

Materials:

  • Graphic image of kid licking a popsicle

  • Cover-up critter

  • Whiteboard or Smartboard

  • Letterboxes for modeling

  • Letterboxes for each student

  • Letter tiles for each student [s,k,i,p,t,p,g,w,m,c,l,d,a,e,f]

  • Magnetic or smartboard letters for teacher [s,k,i,p,t,p,g,w,m,c,l,d,a,e,f]

  • Poster board for the children to spell words [skip, sit, pig, swim, clip, sat, left, dit]

  • Decodable Text: “Tin Man Fix It” 

  • Assessment Worksheet 

  • Color pencils/markers

 

Procedures:

  1. Say: To become an expert reader, we need to learn that words are mapped out by their spellings. Today we are going to work on our phonemes so that we will be able to read words in texts. We are going to learn a new sound today, short i. We can remember this short vowel with an icky sticky popsicle. [show students the picture of a kid licking a popsicle] Every time we are reading short i words remember the picture of the kid licking the popsicle. 

  2. Say: Before we begin to spell words with /i/ let’s say a fun tongue tickler! (Tickler Tale): There once was a kid named Sidney. Sidney loved to lick popsicles. One day Sid noticed something strange in her icky sticky popsicle. (Say) Now let's say the tongue tickler. “The insect is stuck in inside the icky sticky popsicle” Read it while emphasizing the /i/ sound. [Have the students repeat the tongue ticker multiple times, emphasizing the i=/i/ sound each time.]

  3. Say: Now let’s practice hearing the /i/ sound in different words. When listening for the /i/ in words, be sure to pay attention to what words have that “iiiiiicky stiiiiicky” sound. When you say /i/, pay attention to what your mouth does. You can feel your mouth open while showing your teeth, but your tongue stays low. “/i/ /i/ /i/.” Now I’m going to say two different words and I want you to tell me which word you hear /i/ in. Pigor Dog. You’re right! Pig. What about Pitch or Branch. Let’s see what word has the iiiiicky stiiiiicky sound. That’s right! Pitch does.

  4. Say: Now we are going to do our letterbox lesson. We are going to practice spellings words with /i/ in them. I am going to try a word first: skip. I am going to start by sounding out the word sssss-kkkk-iiii-pppp. I first head /s/ so let’s place a “s” in the first box. Next, I heard a /k/ so that will go in the second box. Next is our iiiiiicky stiiiicky /i/ so put an i in the third box. Last, we hear /p/. Now it’s your time to try a couple of words! [give students words to spell out including: [sit, pig, swim, clip, sat, left]

  5. Say: Now, I want us to practice the words we just spelled in our letterboxes. [show the students the poster of the words they just spelled and let the students read through each word, add a pseudoword (dit) into the list to truly see if they have learned the correspondence]

  6. Say: Great job everyone! Now I think we are all ready to read a book. Our book is called Tin Man Fix-It.Say: “This story is about a tin man named Tim who is friends with a boy named Jim. Jim is the fix-it man who fixes things. Sid is a big kid that lives nearby. Sid loves to ride his skateboard. Sid accidentally ran into tin man on his skateboard. Will Jim be able to fix the tin man? We’ll have to finish reading to find out! Remember while reading to pay close attention to the iiiicky stiiicky /i/ in the story.

 

Assessment:

Say: Wow, what a good job reading! What a fun story. What happened to Tin Man? Correct, Jim was able to fix him! I’m glad Jim was able to fix Tin Man. Now, before we finish our lesson on /i/ we are going to do a worksheet. The worksheet has a picture with three words underneath it. Read the words and circle the one that has the short /i/ sound that goes with the picture. Make sure to read all the words and carefully listen to which word says the icky sticky /i/. [collect worksheets at the end of class to evaluate individual progress] 

 

Resources:

Tay Tay Stroud: Icky Sticky Sticky Short i  https://tstroud11.wixsite.com/classroom/begining-reading

 

Cassie Jones: I is Icky Sticky 

https://casspjones2016.wixsite.com/mysite/beginning-reading

 

Worksheet:

https://www.enchantedlearning.com/phonics/mc/i-short/

 

 

Decodable Book: 

Cushman, Sheila. Tix Man Fix-It. California: Educational Insights, 1990.

https://auburn.instructure.com/courses/1122427/pages/Educational%20Insights%20decodable%20books

 

 

 

 

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Email me: tnh0015@auburn.edu

 

 

 

 

 

 

 

 

 

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