​

 

Rationale: This lesson teaches children about the long vowel correspondence I says /i/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling with the letter “i” and makes the short /i/ sound. They will learn a meaningful representation (icky I says /i/), they will spell and read words containing this spelling in a Letterbox lesson and read a decodable book that focuses on the correspondence i=/i/.

 

Materials: Graphic contaning slime in hands to represent being “icky”; cover-up critter; whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student; letter manipulatives for each child: t, i, p, b, r, c, k, g, s, n, l, l; list of spelling words on poster or whiteboard to read: Tip, brick, grip, sink, skin, grill, trick; text: Pig in a Bag, and assessment worksheet.

 

Procedures: 1. Say: In order to become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with a and e, like tap and Ted, and today we are going to learn about short I and that it makes an icky sound. When I say /i/ I think of someone carrying slime and saying “oh this is icky, sticky, slim! Just like icky sticky short i! [show graphic image].

 

2. Say: Before we learn about the spelling of /i/, we need to listen for it in some words. I’ll show you first: Tick. I heard i say its name and I heard the icky short I in the middle. There is a short i in Tick. Now I’m going to see if it’s in Pet. Hmm, I didn’t hear icky I in the word pet. Now you try. If you hear /i/ say, “icky, sticky i.” If you don’t hear /i/ say, “That’s not it.” Is it in Pie, kite, shot, bit, cat, lips? (Have students do the icky motions with their hands when hearing the short I sounds. 

 

 

3. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with three boxes for Tip. An tip is advice someone gives you, “My teacher gave us test tips so we could pass our next test.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? [You’ll need four letterboxes for the next word. Listen for the beginning sound that goes in the first box. Here’s the word: grip, I have a grip on the box. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: g – r – i – p and see if you’ve spelled it the same way. Try another with three boxes: grill; I want to grill some hamburgers. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] (brick, sink, skin, grill, trick)

 

 

4. Say: Now I’m going to let you read the words you’ve just spelled. First, let me show you how I would read a tough word. [Display poster with trip on the top and model how to read the word.] First, I’m going to look for my icky /i/. Now that I know my word has the icky /i/ in it, I’m going to cover up my word and uncover my word little by little. /t/ + /r/ = tr. Now I add my /i/ and get tri. Finally, I add my ending letter /p/. trip; that’s it. Now it’s your turn, everyone together. [Have students read words in unison, and then call on individual students to read one of the words on the list, continue this until every student has read a word.]

 

5. Say: You’ve done a great job and reading words with our new spelling for /i/: i. Now we are going to read a book called Pig in a Bag. Tim is finally having his tenth birthday, but he in for a surprise.  Wait until you see what Ben is giving him. Let’s pair up and take turns reading Pig in a Bag to find out what Ben gave him. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Pig aloud together, and stops between page turns to discuss the plot.]

 

6. Say: You all did a wonderful job reading Pig in a Bag! What did Ben give him from his birthday? That is right, a pig! Before we finish up, lets solve some problems on this worksheet. You are going to circle the words that have short I in them and then wrtite three words with short I that is not on the list. 

 

References

 

Book: Pig in a Bag http://www.auburn.edu/academic/education/reading_genie/pig/pigcover.html

 

Assessment Sheet: https://www.myteachingstation.com/short-i-sound-worksheet