Beginning Reading

Lizzie the Lizard

Marquet Core

Beginning Reading Design

Rationale: Beginning readers need to be able to identify that letters map out phonemes in spoken words. During this lesson, the children will learn to recognize, spell and read words, which have the i=/i/ correspondence.

book: Liz is Six
words cards fit and fat, stick and stack , split and splat, dig and dug, bit and bat
tongue twister - Lizzy the icky sticky lizard is six.
white board with markers
letter cards
letterbox letters - f,i,a,t,s,c,k,p,l,d,g,u,b
primary paper and pencils
word cards with phoneme count - did(3), stick (4), brick (4), slig (4), sprig (4), blink (5), splint (6)


1. I will begin by introducing the correspondence i=/i/. Today, we are going to work with the letter "i". The letter “i” makes the sound /i/. To make the /i/ sound, your mouth is open and your tongue is lowered a little. Everyone make the i=/i/ sound with me (offer assistance if needed).

2. Now we want to practice being able to recognize the letter “I”. We are going to do this by looking at different cards. Hold up a letter card that is not the letter “i”. Can anyone tell me if this is the letter “i”? Go through various cards with the children, quizzing each of them. Offer this as a time for review on other letters as well. You are right! This is not the letter “i”, what letter is it then?

3. Once the children have recognized what they letter “i” looks like, then I want to work on if they are able to distinguish which word has the i=/i/ sound in it. The letter “i” makes the /i/ sound. Here we have the cards fit and fat. Now I need to ask myself if I here the /i/ sound in fit or fat. Draw out the sound of the words. F – i –t  . . . . . F – a – t  . . . I here the /i/ in fit. Now let’s do some together. Here are two cards, one is bit and this one is bet. Which word has the /i/ sound in it? Once the children have answered, then ask the children to point out the letter "i" in the word.

4. Next, once the students have completed the first exercise, I will have them participate in an activity with our tongue twister, which is also an example of alliteration. Now, let’s practice saying our tongue twister. Does anyone know what I mean when I say a tongue twister? If the students are not familiar with the phrase, provide the answer. A tongue twister is made up of words that are hard to say all together. Our tongue twister is Lizzy the icky sticky lizard is six. Now, lets say it together - Lizzy the icky sticky lizard is six. Since we have said it together, lets say it again, but stretching out the /i/ sound. Listen to me do it first. Model it: Liiiizzy the iiiicky stiiiicky liiiizard iiiis siiix.

5. Provide each student with Elkonin letterboxes. Be sure that each student has lower case letter tiles. Once the students are situated, tell them to pay attention to the white board. Draw a 3 letter Elkonin boxes on the white board. Tell the students that this is for words that have 3 mouth moves. We are going to practice spelling words that have /i/ sounds. Watch what I am doing first and then you all can practice with your own words. The first letter I am going to use is fit. Fit has 3 mouth moves: /f/ /i/ /t/. The first mouth move in fit is /f/, so I will place that in the first letterbox. The second mouth move is /i/, so I will place that in the second letterbox. And the last mouth move is /t/, so that will be placed in the last letterbox. So /f/ /i/ /t/ makes the word fit. Once all of the students understand what to do, have them practice with their own words. Now, I would like you all to practice with your own words. I am going to give each of you a word. I want you to say the word to yourself and draw out the sounds (sample words with phoneme count are listed in the materials). Once all of the children have completed the activity, allow each child to talk about what they did (be sure to provide the students the opportunity to make any corrections and model it correctly if needed).

6. After the correspondence has been taught and it seems that each child has an understanding of it, provide each student with the book Liz is Six. Liz is Six is a book about Liz who is having a birthday. As a birthday present, she gets a mitt. They all decide, including the animals, to play baseball. To find out who wins, the animals or Liz, you will have to read the book. While you are reading, I am going to walk around and just listen so I can find out what is going to happen also.

7. Now that you have read Liz is Six, I would like you to write me one sentence about what you liked or disliked about the book. Remember that when you make the letter “i” go down from the fence and give him a feather.

Assessment: As the students are reading, I will focus on one at a time and make simple running records and miscue notes of their progress. If the children are struggling with the correspondence, I should know right away by his fluency with reading it.

1. Abby Watt's "U-u-u-u, I'm Confused!"-
2. Adams, Marilyn Jager. Beginning to Read: Thinking and Learning About Print. Illinois. 1990. 148 pgs
3. Cushman, Sheila. Liz is Six. California. 1990.