Itchy Liz Lives in an Igloo


  Beginning Reading

Lindsey Barrett



In order to become skilled readers, students must first become aware of the relationships between individual spoken phonemes and their corresponding written graphemes.  This lesson will help children understand the relationship between the phoneme /i/ and the corresponding graphemes i and I.  This will be accomplished by showing them a meaningful hand gesture, a tongue-tickler using the correspondence, and by reading a whole text that requires understanding of the relationship.



-Chart Paper


-Assessment Worksheet (attached)

-List of Read-Aloud Words (in, out, frown, grin, sip, eat, tree, twig)

-Copies of Liz is Six (Educational Insights Decodable Reader, 1990) for each student and teacher

-Poster with Tongue-Tickler: Itchy Liz Lives in an Igloo.

-/i/ picture to illustrate phoneme hand gesture


-White Board

-List of Letterbox Words in Phoneme-Count Order:

pig (3)

tip (3)

bid (3) 

tan (3)           (a = /a/ Correspondence Review)

fed (3)            (e = /e/ Correspondence Review)

 fill (3)

drip (4)

slim (4)

list (4)


disk (4)

slip (4)

drink (5)

sprint (6)

-Letterboxes with the appropriate number of boxes (for number of phonemes) for each student and teacher.

-Letter tiles for student and teacher (p, i, g, t, b, d, a, n, f, e, i, l, l, r, s, m, k)



1.Introduce Lesson

Say:  Today we are going to learn about the letter i and the special sound that it makes.  The letter i makes the sound /i/, like when something is icky sticky  (hold hands up and shake as if they were covered in something sticky.)  Can you do that with me?  Don't forget to act like your fingers are really sticky. Now make the /i/ sound while moving your hands like that.


2.Show the /i/  Picture to the entire class on a projector.

Say:  Here is a special picture that will help us remember the /i/ sound made by the letter i.  This person has a drippy, sticky iLet's try it one more time together make the hand movement:  iiii; good job!


3.Display the chart paper with the Tongue-Tickler to the class

Say:  Here is a silly sentence that will help us remember the sound that i makes.  I'll say it first, and get your listening ears ready!  Itchy Liz lives in an igloo.  Now I'm going to say it again super slow, and I want you to listen closely for the /i/ sound.  Iiiitchy Liiiiz Liiiives iiiin an iiiigloo.  Did you hear the /i/ sound?  Good!


4.Make sure students can hear phoneme in spoken words.

Say:  Now you say it with me slowly, and when you hear the /i/ sound I want you to shake your hands like they are covered in something sticky, just like in the picture.  Are you ready? Iiiitchy Liiiiz Liiiives iiiin an iiiigloo.  Good job!


5.Isolate the phoneme in spoken words with the class.

Say:  Now, let's say it one more time.  This time, break off the /i/ sound when you hear it in the words.  /i/-tchy   L/i/-z  l /i/-ves  /i/-n   an /i/-gloo. 


6.Check for awareness of phoneme in certain words.

Say:  I need you to put your best listening ears on!  I'm going to say some words, and I want you to tell me which ones have the /i/ sound.


Display the pairs of words on the projector as you ask each question.  Call on students individually to answer each question, and then ask the class if they agree.  Say:


Do you hear /i/ in out or in?

Do you hear /i/ in grin or frown?

Do you hear /i/ in eat or sip?

Do you hear /i/ in twig or tree?


Good job!  I can tell everyone has on their good listening ears again.


7.Letterbox Lesson

Say:  Now that we know the letter i makes the /i/ sound, like iiii  (hold hands up and shake as if they were covered in something sticky.) let's practice spelling some words in our letterboxes together.


Pass out letterboxes and letter tiles to each student.


Say:  Do not start working until I tell you to.  I'm going to show you how to spell the word pig using your letterboxes.


Model how to spell pig by placing one phoneme in each letterbox, displayed for the class on a projector. 

Say:  Okay, here are my three letterboxes.  I'm going to say pig really slowly so that I can hear all of the sounds:  p-p-p-i-i-i-g-g-g.  I hear /p/, /i/, and /g/ in pig.  Do you hear the /i/ sound that we just learned about?  Great!  I do too.  I know that the /i/ sound is made by the letter i, so I'll put that here in the middle.  Okay, here's a p for the beginning sound, /p/.  Now I have p-p-i-i-i, What's that last sound?  p-p-i-i-g-g, I hear a /g/, don't you?  Great.  We know the letter g says /g/, so that letter goes last.  p-i-g, /p/, /i/, /g/, pig!  Isn't it neat how our letterboxes help us spell words?  I listened carefully for every single wound in the world and was able to spell is correctly.  Does everyone understand how I did that?  Are there any questions?


8.Model How to Read a Tough Example Word:

Say:  Wow, everyone is doing a wonderful job spelling with their letterboxes.  Next, we are going to work on reading these words without our letterboxes.  Let me show you how to read a word that has the /i/ sound in it. 

Write splint on the board so all students can see.

Say:  I see a i here, which I know says /i/ like iii; does everyone see that?  Great! 

Cover up the remaining letters.

Say:  Now that I know what this sound, /i/, is, I can look at the rest of the word.

Uncover the first letter, keeping the rest covered.

Say:  Here's an s; we know that says /s/, so now we have /s/. I see a P, we know that P says /p/ let's put those together; /sp/. 

Now I see an l. l says /l/. lets add that to our /sp/ sound. Now we have /spl/ sspplll

Uncover the next letter.

Say:  The next letter is an i, which I know says  /i/, so now we have /s/, /p/, /l/ /i/; ssppllliii; let's keep looking.

Uncover the last two letters.

Say:  Now I see a N.  N makes the /n/ sound. Next we have a t. What sound does t make?  That's right, it makes the /t/ sound!  Lets add /n/ /t/ to the rest of the sounds. /s/, /p/, /l/, /i/, /n/, /t/. ssspppllliiinnnttt I know that word; it's splint!  I looked at the vowel i in this word first, and I knew it made the /i/ sound.  Then I looked at all the other letters one-by-one and slowly blended their sounds together until I recognized the word!  Does anyone have a question about how I figured out what this word is?


Say:  Now, I want you to spell these words with your letterboxes: 

pig (3)

tip (3)

bid (3) 

tan (3)           (a = /a/ Correspondence Review)

fed (3)            (e = /e/ Correspondence Review)

 fill (3)

drip (4)

slim (4)

list (4)


disk (4)

slip (4)

drink (5)

sprint (6)



Present the words one at a time, telling students the number of letterboxes to use and walking around to assess individual understanding.


9.Have Class Read Letterbox Lesson Words (after they've all been spelled)

Write the words one at a time on the white board, to be read as a class.

Say:  Everyone did an excellent job spelling all of your words.  Now, I'm going to write them on the board and I want you to read each one for me.  Are you ready?


10.Reading Whole Text:

Say:  Now we're going to read a silly book together called Liz is Six, which will help us remember the /i/ sound made by the letter i.  This funny book is about a little girl named Liz, and today is her birthday. She is turning six. Liz gets a baseball mitt for her birthday.  We will have to read to find out what she does with it.  Is everyone ready?  I'm going to give each of you a book.  Raise your hand if you need help and I will come to you, but do your best to read the book by yourselves! 

Pass out books to each student and walk around the room to monitor reading.


Assessment:  Distribute Worksheet (attached)

Say:  Here is an assignment that will help you with the /i/ sound.  Work on it by yourself, but raise your hand if you need help.

Walk around the room to monitor each student's progress.



Cushman, Sheila. Liz is Six.  Educational Insights. Carson, CA:  1990.


 Assessment Worksheet:


Sarah Dansak:  Beginning Reading Lesson Design.  Uhh, Ulsa���s Unbrella is Ugly!


"iiii" Graphic:


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