The Big Pig

By: Lindsey Waits
e-mail:  waitslj@auburn.edu

Rationale:  In order to learn to read and spell words, children need to understand digraphs so they can match letters to their pho0nemes.  In this lesson, children will recognize the short vowel i = /i/ in both spoken and written words by practicing reading and spelling words containing i = /i/.  The children will all participate individually in a letter box lesson and practice with recognizing words that have the /i/ sound in them.

Materials:  Elkonin Letter Boxes; letters: b, I, g, p, t, r, c, k, j, l, l, s, n, h, w, m, w; flashcards of the letterbox words on them (one set of cards for every two students); primary paper and pencils; Silly Sally by Audrey Wood

Procedures:
1) Introduce the lesson by writing the letter i on the board.  Say: Often times, when you see this letter it makes the /i/ sound in many of the words you will come across.  Today we are going to work on reading and spelling words with the i = /i/ in them.
2) A good way to remember this is to think of the sound you would make if you saw a very big dirty pig and screamed iieek!
3) Write: The big pig tricked Jill so she would sing up the hill.
Let's say this tongue twister together.  Read it twice.  How many words did you hear the /i/ sound in? 6 Good Job! What were some of those words? I will then write them on the board.  Let's repeat this one more time and really emphasize the i = /i/.  Erase the words and sentence when finished.
4) Students will take out the letterboxes and letters.  Say: Now we are going to work on spelling out some words with the /i/ sound in them.  We are going to spell only one sound in each of our boxes when we spell words. J are there any questions?  You guys are going to do a great job I know but first I am going to show you an example on the board.  Ok, now let's spell some words.
2 letter boxes  in, it
3 letter boxes  big, bill, pig, Jill, sing, hill
4 letter boxes  twig, swim
5 letter boxes  spring
5) In pairs the students will use flashcards to practice reading aloud the words from the letterbox lesson.
6) Now I am going to work with the children hearing sounds in different words and being able to pick out the /i/.  I am going to ask them: Do you hear the /i/ in ________ or _________?  The word choices will be:  pin or crayon; sink or watch; bid or brush; thin or can; ship or hair.
7) Now students are going to practice reading with the i = /i/ by reading the book Silly Sally.  I am going to have the students pay attention to other concepts that they have learned about reading and writing earlier.

Reference:
Eldredge, J. Lloyd. (1995) Teaching Decoding in Holistic Classrooms. New Jersey: Prentice Hall, 54-57.
Murray, Bruce and Lesniak T. (1999).  The Letterbox Lesson:  A hands-on Approach to teaching decoding.  The reading Teacher, 52.  644-650.
Wood, Audrey. Silly Sally. (1992).