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Iy, Iy, Iy!

Rationale – This lesson will teach children about the long vowel correspondence igh = /I/. The first step in learning to read is being able to decode the spelling maps of words. With this lesson plan, students will be able to do just that with igh = /I/ words. In this lesson, students will learn to recognize, spell, and read words with the igh =/I/ correspondence. They will learn a meaningful word association (when you are annoyed with your little sibling and put your hand to your head while saying “Iy, Iy, Iy”), learn to spell and read words with this correspondence through a LetterBox Lesson,  and read a decodable book that focuses on the igh = /I/ correspondence in words.

Materials – Graphic image of frustrated man; cover-up critter;

whiteboard/smartboard for modeling Elkonin boxes and individual Elkonin boxes for each student; letter manipulatives for each student and magnetic letters for modeling: c, f, g, h (2), i, k, n, p, s,  t (2); list of spelling words on poster: tight, sigh, hit, night, high, pick;  decodable text: Bright Lights at Night; and assessment worksheet: “Igh Words and Pictures”

Procedures  (What I will say)

For us to become expert readers, we must figure out the code that tells us how to pronounce words. We already know the short vowel /i/ sound like in igloo and iguana, and today we are going to learn the about the igh introducing the letter I and making it say its name: /I/. When I hear this sound, I think of when I get really frustrated at something and I put my hand to my head and say “Iy, Iy, Iy” (show graphic image and model on self).

Before we focus on the spelling of long vowel /I/ I want us to listen to it in some words. When I listen for /I/ in words, I hear it say its own name. My mouth is open and my tongue goes from the bottom of my mouth, to the middle, then back down (make up and down gesture in front of mouth).  Here, I’ll try first: mine. I heard I say its name and my mouth opened all the way up with my tongue starting down, going up, and coming back down (make up and down gesture again). There is a /I/ in high. Next let’s try issue. I don’t hear I say its name and my mouth isn’t wide up with my tongue moving up and down. Now let’s all try. If you hear /I/ in the word I want you to put your hand to your head and say “Iy, Iy, Iy”. If you do not hear /I/, say “Not in here!”. Is it in: shine, kick, might, itch, tin, smile (have students show the up and down motion as I did in /I/ words).

Now we will look at the spelling of /I/ that we will work on today. One way to spell /I/ is with the letter i and the silent letters gh after it (write igh on the board). What if I wanted to spell the word fight? “We learn it is very important to never fight.” Fight means to hurt and be mean to each other. To spell fight in letterboxes, I need to first know how many phonemes are in my word so I’ll stretch it out and count: /f/ /I/ /t/. I need three boxes. I heard the /I/ right before /t/, so in that box I am going to have my igh letters. So what does our letter start with? Good, we have /f/. So let’s say our word again and stretch it out: fffff-iiiiiigh-ttttt. Good!

Now I’m going to have you spell some words in the letterboxes. To ensure we don’t have any rhyming words next to each other, we aren’t going to go in the order of the number of letterboxes we will use. Our first word has three letterboxes and is tight. “My shirt that is too small is very tight.” Tight means not loose or snug. What should go in the first box? (Respond to student answers). What should go in the second box? (Respond to student answers). Remember what spelling of /I/ we are working on.  (Walk around room and observe student progress). For the next word, you need two letterboxes. Our word is “sigh”. “When I have had a long day, I let out a sight”. Sigh means a deep breath of air. Listen for our beginning sound and then our /I/ sound. (Give students time to spell words). Now we will check your work. Watch how I spell this is the letterboxes: s-igh. See if you spelled it the same way. Try another word with 3 boxes: hit. “I hit the baseball with the bat.” Hit means to strike with force. Do we need an igh for this word? Right, we do not because this is /i/, not /I/. I want a volunteer to come work this on the board for me (repeat this step with each new word). Our next word is three letterboxes and it is night: “I go to sleep when it is night time”. Next, we have the two letterbox word high: The diving board looks like it is high in the air”. Last, we have three letterboxes in the word pick: “I want to go pick apples from the tree”. This is another tricky one. Do we hear /i/ or /I/?

Now I am going to let you read the words you've spelled, but first I'll show you how I would read a tough word. (Display poster with night on the top and model reading the word.)  First I see our igh combination; that's my signal that the vowel will say its name. There's the vowel i. It must say /I/. I'm going to use a cover-up to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel.) /n/ = n. Now I'm going to blend that with igh = /I/ = /nI/. Now all I need is the end, /t/ = /nIt/.  Night; that's it. Now it's your turn, everyone together.  (Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.)

You guys have done awesome reading words with our new spelling for /I/: igh. The next thing we are going to do is read a story called Bright Lights at Night. This is about the beautiful stars that come out at night. What happens when we can’t see the stars though? Let’s pair up and read to find out what we can do if we cannot see the stars. (Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Bright Lights at Night aloud together, and stops between page turns to discuss the plot.)

That was a great story! What happened when our narrator couldn’t see the stars? Right, she used a device called a telescope! Now I want us to practice just a little bit more. On our worksheet, you will look at the picture to figure out what our word is. Then, you will write the word in the space provided below using our igh spelling that we learned about today. At the bottom, I want you to fill in each word with igh and read the word to yourself. Are there any questions? (Collect the worksheets and evaluate each student’s individual progress.)

(I will also pull individual students to read psuedowords aloud to me while the rest of the class works on the worksheet in number 7.) I want you to read the following words to me using our knowledge of igh = /igh/: pight, kighs,cight, stright, kigh, bim, chich, jight.

Resources

• Igh Words and Pictures assessment worksheet: http://www.galacticphonics.com/longvowels/igh/igh.htm.