Rationale-
In order to learn how to read and spell words, children must become acquainted with phonemes.  Phonemes are the vocal gestures made by one's mouth that create words.  The objective for this lesson is to acquaint a child with the short i phoneme.  The correspondence for this lesson will be i=/i/

Materials-
primary paper with the sentence "Iggy is stuck in the icky, sticky pit."
posterboard with the sentence "Iggy is in the icky igloo."
blank primary paper and pencils
colored card stock squares
hole puncher and yarn to make short i book
pre-made quiz with short i words and other words to test (the student will either draw a stick "Iggy" or place a check in the  blank after I read the word)

Procedures-
1.  First, introduce the lesson by discussing how writing can be seen as a secret code.  The tough part of figuring out the code is learning what the letters are standing for when our mouth moves.  We are going to be detectives today and find out when our mouth makes the short i sound.  Also, we are going to look for words with a short i sound when we read.
2.  Ask student: Can you tell me when you hear the /i/ sound in this sentence, "Iggy is stuck in the icky, sticky pit."?  Review with the group how the short i sound is found in almost all of those words.  Have this sentence already written already on primary paper so that the student can have a visual.  Then ask the student to point out the words with the short i sound.
3.  Now, let's try this tongue twister (written on posterboard) "Iggy is in the icky igloo."  Now let's all say it together.  Good!  Now this time, let's stretch out our i's.   "IIIIIggy iiiiis iiiin the iiiiicky iiiiigloo."  Okay, now for the last time, we are going to cut off our i's at the beginning.  "I-ggy i-s i-n the i-cky i-gloo."
4.  "Okay.  We can write our /i/ sound by writting an "I".  Let's practice writing an "i".  First, we go down from the fence and give him a feather.  To do a capital I, start with a straight back, then give him a headdress and moccasins.
5.  Now I will give a student two words, one with the short i sound and one without.  "The man will fix the door.  Do you hear /i/ in fix or door?"  Another could be this sentence.  "Will you get a tin and a fork?  Do you hear /i/ in tin or fork?
6.  Next, we will read Tin Man Fix-It.  After reading it, we will discuss the story and read it again.  Allow the students to write down the words with the short i sound.  The student will be able to collect all of the words at the end (which will be written on colored card stock squares).  Then the words will be compiled to make a short i word list book for the student.
7.  For assessment, I will compile a list of words, some words with short i and some words without the short i.  I will read the word to the class.  If there is a short i sound, they will draw a stick "Iggy" on their paper beside the number.  If there isn't, the student will put a check beside the number.

Reference: Eldredge, J. Lloyd. 1995. Teaching Decoding in Holistic Classrooms. Prentice Hall. Pages 50-57.

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