Materials: A pencil, primary paper, and a large poster board as a visual aid. The poster board will say, “Isabella is an Eskimo, and lives inside an itty bitty igloo”, drawing paper and crayons; Liz is Six(Educational Insights); Large set of flash cards that have illustrations of igloo, lip, kid, zip, rip, pin, swim, chip, fin, mint six, lick (child licking a lollypop), dig ( a man digging a hole) as well as other pictures that do not have the /i/ sound; Picture page with illustrations of : apple, box, pig, lip, cat, clip, fin, pin, wig, zip, and six.
Procedures: 1. Introduce the lesson by explaining that reading and writing is a secret code. The only hard part is learning what letters stand for, which is the mouth moves we make as we say words. The teacher will then say, "Today we are going to learn how to find the mouth move /i/. At first, /i/ may seem hidden in words, but the more you work with it, you will be able to spot /i/ in all kinds of words".
2. Ask students: "Have you ever seen your mom when she had to clean up an icky sticky mess?" "Did she say, '/i/, what an icky sticky mess'"(the teacher must use hand gestures when saying ‘icky, sticky mess’). "That is the sound we are looking for in words today. I will show you all how to spot /i/ in a word. Let’s all say /i/ together by stretching it out, just like when we touch or see an icky, sticky, mess. I will say dig, dddi.i.i.i.ig. D.i.i.i…That is how we say the icky, sticky, sound, /i/".
3. Now, let’s all look at out chart and try saying the tongue twister. "Isabella is an Eskimo, and lives inside an itty bitty igloo.” Everyone say it together (say tongue twister with class). Let’s all practice saying it again except this time, try stretching out the /i/ sound each time you hear it. " iiisabella iiis an Eskiiimo, and liiives iiinside an iiitty, biiity, iiigloo." Good job. This time let’s take /i/ off each word: "/i/ sabella /i/ s an Eskimo, and lives /i/ side and /i/ tty, /i/ bitty, /i/ gloo."
4.(Ask students to take out primary paper and pencil). Explain to the class they can use letter i to spell /i/. The teacher must model and give specific instructions on how to write the letter i. After writing i on the board and asking the students to write a row of i’s on their paper, he or she is to explain that each time the student see’s the letter i all by itself in a word, that’s the signal to say /i/.
5. Hold up large, illustrated flash cards and ask students to give thumbs up if the picture has the /i/ sound and thumbs down when there is no /i/ sound. The cards should have various pictures that do and do not have the /i/ sound. For example, when the students see a picture of a ‘lip’, they will give thumbs up, and when they see a picture of an apple, they will give thumbs down.
6. Read Liz is Six and talk about the story. Read it again, and have students clap their hands when they hear words with /i/. The teacher is to list all their words on the board. Then, the students are to draw a picture of an igloo and write a message about it using invented spelling. The teacher must place their work in a very obvious place inside the classroom. This will help the students remember what they have learned.
7. For assessment, pass out the picture page and help students name each picture. Ask each student to circle the pictures whose names have /i/.
The reading Genie Website- http://www.auburn.edu/rdggenie
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