The Pink Pig Gets Icky Sticky
Beginning Reading
Hilary Shell

Rationale:  This lesson is designed to teach beginning readers to recognize that i alone in written text will map out the /i/ phoneme in spoken words.  By helping them with this short vowel mapping I will further increase their knowledge and understanding of decoding short vowels. Phonemic awareness and letter name recognition are the two key means that students need to learn in able to match phonemes to their letter spellings.
jumbo pig shape from white construction paper (color)
the book Liz is Six by Educational Insights
primary paper and pencil
pieces of construction paper to make enhanced laminated sized letter boxes washable marker
a page of pictures that include the following: a pig, a man, a stick, mittens, lips, a car, and a house
1. Who all remembers the sounds of the two short vowels that we have been learning so far? The a makes the a=/a/ and the e makes the e=/e/.  Very good everyone. Who can remember some words that have the a=/a/ sound like a sheep makes?�  (Wait for response) Who can remember some of the words that have the e=/e/ sound like our grandparents make when they can not hear us?� (Wait for response).  Awesome job! Now raise your hand if you can tell me if man or child has the a=/a/ sound? Good man does. Now raise your hand if you can tell me if bed or table has the e=/e/ sound? Good bed does. Now do you think we are ready to move on? Good me too!�
2. Today we are going to learn the mouth movement and sound used for the letter i. Raise your hand if you can tell me which of these three words has the letter i in it. Write the words pig, dog, and cat on the board. Good pig has the letter i in it. Just like a pig, short i=/i/ is a messy letter, so when he goes to play he gets all icky and sticky just like a pig playing in mud. Lets all say iiiiiii like when something is gross.� This is the /i/ mouth move.  When we make that sound, lets move our hands like this as if we are trying to get mud off of us (demonstrate icky sticky movement).  Let us see if we can hear /i/ in some words by saying the words slowly and stretching out each individual sound.  I will go first.  I am going to try pig�: /p//i/g/.  I heard the /i/ right after the beginning sound of /p/.  Now it is your turn.�
3. Now let's try a new sentence.  Six pink pigs get icky sticky in the mud.  If you want to find the /i/ mouth move, say the sentence slowly and stretch each word out.  Six  pink  p...igs  get icky sticky in the mud.  Did everyone hear the icky sticky /i/?  Raise your hand when I say the word with the /i/ mouth move.� Repeat tongue twister. Excellent job everyone!�
4. Now I will produce a large letterbox lesson with the class.  Hang the laminated letterboxes on the board and get out your washable marker.  As a teacher you can listen to your student's remarks and write the phonemes either for them or have them come up and write them themselves.  (Determined by class ability level and attitude).  Some example words to use are: it, pig, mitt, slip, fish, etc.
5. Ask, Do any of you love when it is your birthday? Well this is a story about a girl named Liz who is turning six. She really wants a party, but we will have to read the story to find out what kind of party she has. Students should then read Liz is Six by Educational Insights once all the way through with the help of a peer or a teacher.Now that we have read Liz is Six, I am going to read the book out loud again to you. This time, every time you hear the /i/ sound, I want you to clap yours hands once.Ok, lets begin!
6. Now I want you to think, to yourself, of a word that has the /i/ sound in it. After you have thought of a word, write the word in your best handwriting three times, and after you finish raise your hand to show it to me. Once the teacher approves tell the students to write their i=/i/ word on the big pink pig cutout on the board with a black marker/crayon.
7.         For assessment I will then hand out the picture page.  Students will then pick the pictures that exhibit the i=/i/ sound.  When finished they can then color a picture of a pig with the word dotted below for them to trace. 
Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning About Print. MIT Press: Cambridge.

Eldredge, J. Loyd (1995). Teaching Decoding in Holistic Classrooms. Simon and Schuster Company: New Jersey.
Liz is Six. Carson, CA (1990). Educational Insights.
 "The Pink Pig" By: Nicole Huff
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