The Iddy Biddy i
recognition is an extremely important ability for emergent readers to
attain. Identifying the letter i will be the primary focus of the
this particular lesson. Through the activities within this
lesson, students will develop the ability to recognize the letter i in
print and its corresponding phoneme /i/ in spoken language.
Sheila Cushman's book entitled, Tin Man
Large cut-outs of the letter i (one in lower case form
and one in upper case form) for a visual aide of the letters
Small cut-outs of the letter i for each students to raise on their own
during the Tin Man Fix-it activity
A worksheet with pictures of animals with the short i sound in their names that are
mixed with pictures of animals without the short i
sound in their name
1. Introduce the lesson by stating the following: "There are
twenty-six letters in the alphabet. Each of those letters make
different sounds! It is so important that we learn what each
letter looks like and what sound they make. Today, we will learn
about the letter i. Listen carefully and watch my mouth as I make
the sound of the letter i!" [Model how to pronounce the short i
2. "Now let's see if you can make the sound of the letter
i. Let's try all together! [Practice the short vowel i sound with
the students] Can you feel what your mouth is doing to make the i
sound? It almost tickles at the top of your mouth doesn't it?"
3. "Now that you know how to make the letter i sound, listen to
the words I say and tell me when you hear the i sound by raising your
hand. Do you hear the i sound in "pig" or "pen?" [When saying the words
to the student, stretch out the pronounciation of each word to
emphasize the phonemes that each contain. For example, say "p-p-i-i-i-g-g" and "p-p-e-e-e-n-n."] "Now how
about "tin" or "ton?"
4. "Since you did such a great job, let's see if you can see this
tongue twister. I am going to say it once by myself. Listen
carefully for the i sound! Say: "Sid
hit Tim's hip while digging in the kit." Now I
am going to write the tongue twister on the board for you to help you
say it with me. [Write tongue twister on board] Now let's
say it all together. "Sid hit
Tim's hip while digging in the kit."
5. "Now let's say the tongue twister very slowly and stretch out
the sounds in the words like this: [Model for students how to stretch
out the sounds] "S-i-i-i-d
h-i-i-i-t T-i-i-i-i-m's h-i-i-i-p w-h-i-l-e
d-i-i-i-i-g-g-i-n-g i-i-i-n t-h-e k-i-i-i-t."
Now let's stretch out the tongue twister together! [Repeat saying
the stretched out version of the tongue twister with students]
6. "Now that we know the sound that the letter i makes, we are
going to learn how to write the letter i on paper. [Model how to
write the letter i for students during the following explanation] For
the itty bitty lower case letter i, we start at the fence and go down
to make a body. Don't forget to put a dot on top for the
head! Let's practice writing the lower case letter i.
[Repeat directions of how to write the letter and continue to model how
to write it for the first few times. After a couple of tries, observe
each student's ability to write the letter i on their own.] Now
for the upper case letter I, we have to make a ceiling, a floor, and a
wall in the middle to connect the house! Now let's try writing
the upper case letter I! [Repeat the modeling and observing
procedure performed during the lower case letter i instruction.]
7. Pass out copies of Sheila Cushman's book entitled, Tin Man Fix-it to the class.
Read the title emphasizing the short I sounds. Before beginning
to read the book, pass out paper cut-outs of the letter i. Tell
students that they have to listen carefully for the i sound because
everytime they hear the i sound, they must raise the letter i cut-outs
8. For a follow-up activity, distribute worksheets to the class
featuring pictures of animals
with the short i sound in
their names that are mixed with pictures of animals without the short i sound in their name. Have
students circle the animals that contain the short i sound in their
name. When students have completed circling the animals, they can
color their animals with crayons.
Allen, Margaret. Dr. Maggie's
Phonics Learning Centers. Creative Teaching Press, Inc.
Murray, Bruce. Mouth Moves and
Gestures for Phonemes. The Reading Genie Site
Cushan, Sheila. Tin Man Fix-it.
Educational Insights, California, 1990.
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