Rationale: This lesson is designed to help students identify the short vowel correspondence i = / i /. Learning to connect the grapheme to the phoneme is an important skill for beginning readers to be understanding. This lesson helps students to recognize the /i / through meaningful representation, spelling words that use I, and recognizing the correspondence in words and text. Then students will be practicing the spelling of the / i / sound with letterboxes and also identifying the sound in the book, Tin Man Fix It.

Materials:

• Decodable book, Tim and Tom

• Tongue tickler: Iggy is inside the islands icy igloo

• Photo of a child holding slime

• Paper

• Pencils or crayons

• Spelling words: sit, dig, kid, lip, skin, sink, wimp

• Letterboxes

• Letters: s, i , t, d, g, k, l, p, n, w, m

• Assessment worksheet: matching / i / https://www.education.com/worksheet/article/word-family-match/Procedures:

• To introduce the lesson in a fun way, I will show the students a photo of a child holdingsticky slime to capture their attention and get them excited for the lesson. Then I will explain to them what todays lesson is “We are going to be learning what the short vowel "i" and the sound it makes when we use it in the words we speak! Think about a time you were holding someting sticky and said "ICK", well I bet the little kid in this picture is saying that too! Something else you can say to practice the sound “i” makes is to say this tongue tickler: Iggy is inside the islands icy igloo.” Now ask the students to repeat the tongue tickler, then stretch out the / i / in every word that they hear the sound in. It would look like iiiggy iiis iiinsiiide the iiislands iiicy iiigloo.

• Say: Before we can start to learn the spelling of / i / we need to see if we can be deceives and listen for it in some words. Look at the way my lips open wide and I make a little smile when I say the sound for / i /. (Make the gesture of / i / as demonstration). I know that Iggy is sticky because I can hear the / i / sound and my mouth opened wide to make the face of an I sound. Let’s try another word like mat, does my mouth open wide like it did when I said sticky? No it didn’t! So we know that the I sound is not in mat. Now its your turn, if you hear the / i / sound say sticky, and if you don’t hear it then say neat. Do you hear it in, sit, dig, cat, grab, ring, bean?

• Now that we have done some oral practice with hearing the / i / n words, we can move on to spelling. A good way to practice spelling this correspondence is with the use of letterboxes. I

• want to spell out the word pit. The first step is founding the phonemes by stretching the word pit out and counting them, so: /p/ /i/ /t/. We have three phonemes so we need three boxes. Now we sound it out to see where each letter should go. PPP, III, TTT. We hear the p sound first so we know to put the p in the first box, then we report the word... PPP III TTT, okay so after the p we heard the I sound! We now know that’s the sound for the letter I so we can put the I in the second box. Last but not least we can hear the t sound, so we know to place the t in the last box. Now that we have our word we can say it slow, pppiiittt, pit! Now it is your turn!.

• Say: Now it is time to spell some words that have an /i/ in them and we can use the letterboxes. Our first word is going to be sit. How many letterboxes do we need to use if our word is sit? (This is a time you let the child answer and see if they are catching on). Correct, 3! If our word is sit, what letter should go in the first box? (Again, time for the student to answer). Great, how about the letter that comes next? (Pause, let student answer) And the last box? (If mistake, then guide student). Great work! Let’s move on to a new word. I want you to listen very carefully for the icky sound in each word. (Our words are going to be dig, kid, lip, skin, sink, wimp).

• Say: Now it is your turn to read the words that you have spelled, but before we do that I want to show you how to read a tough word. Our word is Click, to read this word lets’ start with sticky i. Using our friendly cover up critter, we are going to read the first part of our word which is /c/ /l/ = /c//k/. Now lets put it together, cl-i, cli. It is now time to connect our first part of the word to the last sounds of the word, click = click! Now that you know how to do it lets’ practice!

• Say: you all have done such an amazing job reading words with the /i/ sound. It is now time to read a story that uses our new sound! Todays book is titled Tim and Tom and I know you all will love it! Make sure you are listening for our sticky sound. In this story there are two twin babys named Tim and Tom. The babies cry and cry all day long. Lets find out why the babies keep crying! (Now children will read the book with a partner, switching off pages and the teacher will be monitoring the progress of each student and making sure they are understanding the correspondence and staying on task. The teacher is there to help if needed).

• Say: I hope that story was fun for you all! Now it is time to do some practice. We are going to match words with the sticky I using this worksheet. I am going to pass it to each of you and you will work on it individually, do your best and remember everything we have learned today!

• Resources;

• Worksheet: https://www.education.com/worksheet/article/word-family-match/ Reading Genie:

• Tim and Tom, by Emily Holliday

• Shaddox, Alli. Is Iggy Sticky. https://allishaddix13.wixsite.com/mysite/beginning-readers