I-I-Iggy the I-I-Iguana

Mandy Williamson

Beginning Reading




In order for beginning readers to become successful in reading and writing, they must first understand and recognize that each letter in the alphabet represents a sound. By learning the sound(s) that each letter makes (letter/sound correspondence), a struggling reader can become a successful reader. Of the many sounds and letters in the alphabet short vowels are difficult to identify. This lesson will focus on the correspondence i = /i/. It will guide students to use and identify the correspondence in a meaning context, writing and reading. 


-Cards with the following words written on them: big, beg, dill, doll, sit, sat, click, clack, in, at.

-Letterboxes with at least six Elkonin boxes (it, win, sick, clip, list, crisp, sprig, splint)

-Letters – i, t, w, n, s, c, k, l, p, t, r, g

-Book – Pig William by Arlene Dubanevich (New York: Bradbury Press. 1985.)

-Spelling quiz sheets for the lesson words



1.      Introduce the lesson by explaining that the English language is like a code that we have to break. We can break the code by recognizing the letters and sounds in words that we read. Most importantly, we need to know that each letter has a sound that corresponds with it. For example, the letter “I” makes the /i/ sound. Today we are going to work with the /i/ sound. Do you think we can find this sound and its letter in words that we read and write? Let’s find out!

2.      Have you ever shivered in your house because it was could? In places where it is really cold, some people shiver in their houses. These houses are called igloos. Can you hear the /i/ in the word igloo? Pay close attention to how your mouth moves when you say the /i/ sound. Whenever we make the /i/ sound I want you to act like you are cold and shiver.

3.      Let’s say this sentence together: Iggy the Iguana is swimming by the igloo. Now, let’s say the sentence by holding out the /i/ sound. iiiiiiiggy the iiiiiiiguana iiiiiiis swiiiiiimmiiiiiing by the iiiiiiigloo. Now you try.

4.      Now, I am going to see if you can remember the /i/ sound. I want you to try to recognize and find it in some words. I am going to read two cards with words written on them. When I finish saying the words I want you to tell me which word has the /i/ sound in it. Read and hold up the cards big and beg. Which word makes the /i/ sound? Very good it is biiiiiig. Continue with the rest of the cards. Good Job!!

5.      Now we are going to use our letterboxes. I am going to say some words and I want you to put the letters in the boxes for the words that I say. I will show you the first time. I want to spell the word /s/ /p/ /i/ /n/. Each letter sound will have its own box. So, for the word spin /s/ will go in the first box. The /p/ goes in the second box. The /i/ goes in the third box. And finally the /n/ goes in the last box. What does this word say? Read it to me. Spin. Good Job! Now I want you to spell the words that I say. Say the words out loud. (guide students as to how many sounds the word has). Everyone did a GREAT JOB! Now, the words are written on the board. I want everyone to read them together as a class. Follow along with me. Good Job!

6.      I am going to read you a book. We are going to practice recognizing the /i/ sound when we read. The /i/ sound is in some words and we need to find them. We need to listen very carefully. Read the book aloud. Practice locating the /i/ sound and the letter “i”.



For assessment I will give a spelling quiz. It will asses students knowledge of the /i/ sound and their phoneme awareness. I will give each student a prepared spelling sheet. It will have boxes for each word that I call out. Students will listen to the word and write it in the boxes, splitting up the phonemes in the correct boxes. I will first call out words with the least phonemes and then move to higher phoneme words.



Miller, Britian. Indiana Igloo.


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