Icky-Sticky Pig

Rationale: Alphabetic insight will help children to read and spell words. Children need to have the understanding that a letter can represent a phoneme. By learning about phonemes and letter correspondences, beginning readers can become fluent readers. Short vowels are very important and can be difficult to identify. This lesson will help children identify the correspondence i=/i/ in spoken words by learning a meaningful representation, and then gain practice in using i=/i/ to read and spell.

Materials:
ð Chart paper with short /i/ words on it.
ð Cards with words on them (some using the short /i/ sound and some without sort /i/ sound
ð Writing paper & pencil
ð The book Tin Man Fix-It
ð Elkonin Boxes
ð Letters: d, i, f, x, g, h, t, m, n, l, k
ð Chalkboard and chalk

Procedures:
1. Introduce the lesson by explaining that we use letters to write down words, and these letters have different sounds. In order for us all to become good readers we need to be able to match letters to the sound they make.

2. Ask students: Have you ever been really dirty and your mother has told you that you are as dirty as an icky-sticky pig? Lets all say icky-sticky together. Does everyone hear the /i/ sound in icky östicky? Let's all say /i/ several times to make sure we know what mouth move to make.

3.  I want everyone to repeat after me. The icky-sticky pig is in the pin. Now I want everyone to brainstorm words on the chart paper and each person come up with a few words that have the /i/ sound. Excellent! These are great words. Now lets put together all the words to make a couple of silly sentences with short /i/. Now lets decide what sentence we are going to use. Now that we have decided on a sentence lets say the sentence together for the first time. Next lets stretch out the /i/ when we hear it in the words. Let's all say it together. Great Job!

4. Now I am going to see who remembers the /i/ sound. I am going to hold up two different cards each with a different word on them and I want you to tell me which word has the short /i/ sound. Then I want you to say the word out loud stretching out the short /i/ sound. Ex: I will hold up the words lid and nag which word has the short i=/i/ sound. Very good lid has the /i/ sound. Now I want you to say the word holding out the /i/ sound, Li-i-i-i-id. Great Job!

5. Now we are going to use our letterboxes to spell some words. I want everyone to remember that we put one mouth-move in each box. The first thing I would do is hand out Elkonin boxes to each student in the class. Then I would draw it own the chalkboard for everyone to see. I would begin by modeling the spelling of in for the students, making sure that I stretched out each letter to hear the mouth move each made. Then I would have the students to spell the word dig, fix, hit and zip using 3 boxes. Then I would have them to spell the words wind and milk using 4 letterboxes. Walk around the room to make sure every student understood the /i/.

6. Next I am going to pass out the book Tin Man Fix-It. This book will give us practice with the mouth move we have learned today. Review the mouth move of the short i=/i/ sound. Does everyone remember the short I=I sound, lets all practice by saying the word sit. Lets say it very slowly and hold out the /i/, si-i-i-i-it. Very good now we are going to read Tin Man Fix-It and then read the story in class.

7. For assessment I will pass out a sheet that has the letterboxes drawn own it. The sheet will be numbered 1 to 5. Each number will have a certain number of letterboxes beside it. For ex: #1 will have 2 letterboxes, #2-3, #3-3, #4-4, #5-4 letterboxes. "Now I am going to read some words to everyone and I want you to spell the words in the boxes on your sheet of paper. Remember that each sound has only one box. #1-in #2-sip #3-lid #4-slid #5-grip." Have each student to write the words in the letterboxes. After each student has finished collect the papers and assess.

References: Murray, B.A. & Lesniak, T. (1999). "The Letterbox Lesson: A hands-on approach for teaching decoding"