The Iddy Biddy Igloo

Emergent Literacy Lesson
Amy Bright

Rational:
Children need to understand that letters are made up of phonemes and that these phonemes make up written words. They must be able to understand alphabetic principal in order to become literate. In this lesson students will learn to identify and recognize the short vowel /i/ in spoken and written words. They will learn /i/ through meaningful representation, letter symbol, tongue twisters, and finding /i/ in words.

 Materials:

 Procedure:

1.) Introduce the lesson by saying that writing is a "secret code." The tricky part in learning letters is the different mouth moves you have to make for each letter. Today we are going to work on the short vowel I which makes the /i/ sound. Sometimes it might be tricky to hear the /i/ sound in words but by the time we are done you will be able to hear it no time. Lets all practice together saying the sound /i/.

2.) Ask the students: Has anyone ever gotten anything sticky on their fingers before? Does anyone know what sound we might make? That’s right, it is /i/. Today we are going to learn how to say the short vowel /i/. Lets see if we can say /i/ slowly together and stretch it out. Does anyone hear the /i/ in the word fit? Lets stretch it out together, fi-i-i-it. Good job.

3.) Now that everyone is learning how to say the /i/ sound, I am going to give you a little tongue twister to help you with the sound /i/. The tongue twister is, The Iddy Biddy Igloo is icky. Now I want everyone to repeat it to me three times. Good Job. Now turn to you neighbor and repeat it to them. Isnt this fun to say. Does everyone hear the /i/ sound in all of these words. Next I want everyone to repeat the tongue twister with me and we are going to drag out the /i/ sound.

4.) Now I want everyone to take out primary paper and pencil. We can use the letter I to spell /i/. We are going to practice writing our I's. We are going to start at the top of the fence and go straight down to the sidewalk. We are then going to pick up our pencils and draw a little dot just above the fence. I want everyone to write an I on their paper and sound out /i/ each time you write it. Lets write our sound /i/ five times.

5.) First I am going to ask the students a few questions. Do you hear the /i/ sound in tin or man? Do hear it in bit or tear? Do hear it in fall or slip? Next I am going to give everyone a cutout I. I will have a few different objects in the front of the room for the students to say and hold up their letter I if they think that object has a /i/ sound in the name. I will say the objects before they tell me if it contains an /i/ sound. The objects are book, pin, rug, kid, hip, table, and tin.

6.) I am now going to read everyone the story, Tin Man Fix It. After I have read the story once I am going to ask if anyone hears our short vowel /i/ in this story. I am going to read this story one more time and I am going to let everyone pick back up their cut out letter I. As I read this story I want you to hold up your letter I if you hear the /i/ sound. That was great!

7.) For an assessment, I am going to give each child six different objects on a piece of paper. If they think that the object has an /i/ sound then they may color it. (Objects are an igloo, apple, Indian, ball, pin, and hat)

 

Reference:
April Grimmett  "Icky Sticky Mess"
http://www.auburn.edu/rdggenie/discov/grimmettel.html

 

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For further information send email to: brighan@auburn.edu