Figgie The Itty Bitty Kitty

Jean Hawkins
Beginning Reading

kittymusicnotes 

 

Rationale: This lesson will help students to identify the correspondence: /i/=/i/ in spoken and written words. By using the representations of “Figgie the itty bitty kitty”, letterbox lessons, and practicing identifying and distinguishing the short i sounds students will better understand how to associate the grapheme with the phoneme.

 

Materials: chart paper with chant “Figgie is a itty bitty kitty”
letterboxes
letterbox words:
if, in (two phonemes)
tip, lick, hit (3 phonemes) 
crib, slip
(4 phonemes)
blink, twist
(5 phonemes)
sprint (6 phonemes)
decodable text: “Liz is Six”
letter tiles: t,i,p,l,c,k,h,r,b,s,n,w,
list of words: pit, pet, rid, red, lad, lid, flip, flop, bat, bit, tick, tack,
phonics phones
pointer
pencils
paper

 

Procedures:

1.    The English language is a difficult code, as readers we have to pick out the sounds in words and find the matching letter. This is Figgie the itty bitty kitty she says /i/.  Can you say /i/? Let’s practice together and see what our mouths do as we say it. i, is heard with the letter I and it is the short vowel sound.

2.   Lets pull out our phonics phones and get ready to say our chant together. As I read the chant first listen and follow along with the pointer. See if you can hear the short i sound and the letter i in the chant. “ Figgie the itty bitty kitty sings a silly little diddy she says i, i, i (echo, i, i, i)”

3.   Did you hear the short i? Let’s sing it together using our phones, “Figgie the itty bitty kitty sings a silly little diddy she says /i/, /i/, /i/ (echo: /i/,/i/,/i/). "Great job"!

4.   Now I am going to say some words and I want you to think about Figgie the itty bitty kitty and say the words in your phonics phone as you find the /i/ in: (pit, pet) (rid, red)(lad, lid) (flip, flop) (bat, bit) (tick, tack). When you hear /i/ write on your paper number 1 for the first word or 2 for the second word. (Assess students choices)

5.   Sing the chant again, Do a letterbox lesson with words in the material section. Tell students a word and have them break it into phonemes using the boxes. Each phoneme has a box. Model the spelling and decoding of sprint (6 phonemes) by first using the word in a sentence by saying “ The horse will sprint to the finish line”; say each sound /s/,/p/,/r/,/i/,/n/,/t/, and then set-up 6 boxes to show students how to construct the word using the boxes by placing each phoneme in a seperate box.

6.   Break children into partners and pass out the story “Liz is Six”, I will explain that Liz is having a birthday party for her sixth birthday, a lot of exciting things happen until she plays a game with a pig that gets really close. Do you think Liz will win the game? What do you think will happen? Let’s find out in “Liz is Six”. Practice reading this story with your buddy and find the magic letter “i” that we talked about today.


Assessment:
Sheet of paper including numbers
 letterbox spellings


References:

Kacie Nickles, /i/ is Icky Sticky!

 

URL: http://www.auburn.edu/academic/education/reading_genie/caravans/nicklesbr.htm


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