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Icky Sticky Drippy Ice Cream

Icky Sticky Drippy Ice Cream  




                                        Beginning Reader

By: Elizabeth Scott


Rationale: The goal of this lesson is to teach beginning reading students the correspondence i=/i/. It is important for the beginning readers to know the phoneme that corresponds with the each grapheme in order to decode and read words and establish sight words. By showing a visual illustration of a icky, sticky ice cream cone and providing them with a gesture to perform, paired with the correspondence, students will get more familiar in recognizing /i/ in oral language. A tongue twister, short /i/ decodable book, and a letterbox lesson will help students to identify the short /i/ in oral language as well as print.


Materials: graphic illustration of drippy, sticky ice cream (Icky Sticky Drippy Ice Cream)

*Primary paper and pencil (one for each student)

*1 Tongue Twister Poster- Inchworm Izzy Is Inside Itching

*Elkonin boxes (for modeling and student use-one per student)

*Letter Tiles for students and teacher-

*Spelling words on a chart to read- gig, chick, lap, kid, tent, sit, dip, grip (one chart per student)

*/i/ assessment worksheet (one per student)

*Book: Tin Man Fix It (one per student)



1. SAY: “Today we are going to learn about the short vowel i and the sound it makes, i=/i/.” Show students the graphic image of a drippy ice cream cone. SAY: “When I say /i/ I think of a hot summer day, I think of eating ice cream and it drips all over me and makes me have sticky icky fingers. The sound we make when our skin gets all sticky from the ice cream says /i/. Now I want each of you to shake your hands and fingers when you say /i/ like you have sticky hands from eating your ice cream cone. That is the sound that i makes. So every time you hear or see the short vowel i, I want you to think about the icky sticky drippy ice cream all over your hands and you are trying to shake if off your hands. Now I want you to try the hand motion. While you are doing the hand motion, say ‘iiiicky stiiiicky drippy ice cream.’”


2. SAY: “Now, altogether we are going to say our tongue twister. Most of the words in the tongue twister have the sound /i/. I will read it first, ‘Inchworm Izzy Is Inside Itching.’ Now let’s all read it together, ‘Inchworm Izzy Is Inside Itching.’ This time let’s stretch out the /i/ so we can hear it in each word, ‘iiiinchworm iiizzy iiiis iiiinside iiiitching.’ Great job!


3. SAY: “Let’s now talk about what our mouth does when we say /i/. When I try and say /i/, my mouth is open and my tongue is slightly lowered sometimes touching the back of my bottom front teeth. Now you say /i/ and see if your mouth is open and your tongue is lower in your mouth. Did everyone’s do that? Now I want you to listen for /i/ in the words I say. If you hear /i/ in the word I say, shake the icky sticky drippy ice cream off of your fingers. Is it in run? kid? this? bat? lick? I heard /i/ in some of those words too.”


4. SAY: Now I will you how to spell a word using the letter boxes and letter tiles. We are going to spell some words that have /i/ sound and other previous short vowels that we have worked on before. Each box represents different sounds.“

“I will show each of you how to spell the word fix. First, I am going to say to myself the word and stretch out the word by saying f-iii-x. I need three boxes because my word makes three sounds, /f/ /i/ /x/. Oh, I hear /i/. So, I am putting the letter i in my second box, and oh I hear f, so I have –fi, not I hear the letter x, so I complete my word fix.


5. SAY: “Now I want you all to try and spell some words based on their sounds.” Students will use their letters and Elkonin boxes to spell some words with short i sounds. “I will show each of you how to spell the word fix. First, I need three Elkonin boxes. I am going to say to myself the word f-i-x. Oh, I hear /i/. So, I am putting the letter i in my second box, and oh I hear f, so I have –fi, not I hear the letter x, so I complete my word fix. Now each of you try.” (*check students after each spelling)

SAY: We are going to start by using three Elkonin boxes.

SAY: Spell gig. My friend is playing a gig at a coffee shop.

SAY: Spell chick. I want a cute baby chick.

SAY: Spell lap. My dog likes to sit in my lap.

SAY: Spell kid. I am a kid.

SAY: Spell sit. Please sit in your desk.

SAY: Spell dip. My dad likes to take a dip in the water.

SAY: We are going to use four Elkonin boxes for these words.

SAY: Spell tent. My dad and I like to sleep in a tent when we go camping.

SAY: Spell grip. I tightened my grip around my mom.

 6. SAY: “Now everyone is going to read the words we spelled. Watch me do it first. I will read the word click. I see the short i that makes the /i/ sound. I will use my cover-ups to make the sounds for everything before the vowel. Then I will add the vowel and what follows. “/cl/-/i/-/ck/, click. Now you try these words” Point to each word on the poster—gig, drip, lap, etc)

 7. SAY: “Now we are going to read a fun new story that we have not read before. The book we are going to read is Tin Man Fix It with a partner.” Give a booktalk. “This book is about a tin man who falls down and cannot get up. Some people notice him and want to help him. Do you think they’ll be able to fix this poor tin man? Let’s read to find out.” (Students will read the book allowed to a partner and need to use cover-up critter and crosschecking). (Once everyone is done)-“Now we are going to read this book together.”

 8. SAY: “We are going to practice writing with our message of the day. Get out your primary paper and pencil, and I want you to tell me your favorite ice cream flavor. Start your sentence by saying ‘My favorite ice cream flavor is..’”

 9. SAY: “Now we are going to do a worksheet, and I want to see how well you spelled and read the words that have the /i/ sound. Look at each picture on this worksheet and read the words and pick the word that matches the picture.” Collect the worksheets to assess the students and their knowledge of short vowel i. Also, each student will come and read the individual words to me from the letterbox lesson—call one by one.



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

Marshall, Tijera. “Icky Drippy Ice Cream.”   Beginning Readers Lesson Design by Tijera Marshall, Auburn University, Reading Genie Website. http://www.auburn.edu/~tmm0014/marshallbr.htm

Graphic image: http://www.geekandsundry.com/assets/images/episodes/MeltingIceCream.jpeg

Assessment Worksheet: http://www.enchantedlearning.com/phonics/mc/i-short/index.shtml

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