Icky Piggy
Beginning Reading Literacy Design
The Icky Piggy
By: Kathryn Foy
Rationale:
This lesson teaches students about the vowel, i=/i/. In order to read, the students must learn to recognize the spellings that map out pronunciations. In this lesson, they will learn how to recognize, spell, and decode words containing the vowel correspondence, i=/i/. During the lesson, the students will learn a meaningful representation (Izzy the icky piggy slipped in the pit), they will spell and read words contained in the letterbox lesson activity, and they will also read a decodable book that focuses on the correspondence i=/i/.
Materials:
1. Liz is Six. Educational Insights. 1990. (one copy per pair of students)
2. Icky Sticky short i phoneme picture (off the Reading Genie website).
3. Tongue twister written out or projected so everyone can see.
– "Izzy the Icky Piggy slipped in the pit".
4. List of letterbox words (2—if; 3—sit, big, pet; 4—gift, skin, glass, wind; 5—drink)
5. Large letterbox for teacher to model the lesson on
6. Letterboxes for each child
7. Bag of letter tiles for both teacher and each child
–a, b, d, e, f, g, i, k, l, n, r, s, t
8. Primary paper & pencil (per student)
Procedures:
1.) Introduce the lesson to the students, and also show the class the “sticky icky /i/” photo.
Say: "Today we are going to learn about the sound that the letter i makes. Lots of the words we read have i in them."
Show words and pictures with i=/i/ sound.
(Milk, kitten, ship, king, ring, lip...)
2.) Introduce Phoneme.
Say: "Have you ever gotten glue all over your hands? It is a pretty icky feeling, right?? If your hands are a big mess, then you might say, /iii/. Whenever you see the letter i by itself in a word, say /iii/ and spread your fingers out wide like you are trying to get glue off (model motion). Let us practice saying /i/ while we spread our sticky icky fingers. /iiii/ (spreading fingers). Good job!!"
Say: “Do you hear /i/ in him or her? Now what about sick or sock?”
The teacher should be making sure each individual student is grasping the concept and understanding the correspondence so they do not fall behind later. Also, so that they are able to more easily participate in the letterbox lessons and reading of the decodable books.
3.) Tongue Twister:
"Izzy the Icky piggy slipped in the pit" (Have displayed for everyone to see)
Say: "Now we will try a tongue twister. I will read it first, then everyone can join in the second time. As you read the icky sticky sound, spread your fingers.
Izzy the icky piggy slipped in the pit. (point to each letter i as it is stretched out).
Say: "Now, we will say it all together. IIIIzzy the iiiicky piiiiggy sliiiipped iiiin the piiiit. One more time all together. Ready, go!"
4.) Model letterbox Lesson.
Say: "let me show you how to spell the word brick using my letter tiles and letterbox. I need four boxes for this word. Let me stretch it out and see if I hear any letter sounds in this word…hmm…brick. Brrriiickkk. Brriiickk. I will try to stretch each sound that I hear /b/-/r/-/iiii/, /k/. Ah! /b/. I will put that in my first letterbox. Brrrriiiickkk. Hmm, I do hear that growling dog, /r/ in brick. That means I need an r. (teacher put r in second letterbox). I also hear our icky sticky sound in brick. Let me say it one more time just to double check. /b/ /rr/ /iiiiiii/ /k/. Yep, there is definitely an icky i in there. That means i is all by himself. (places i in third letterbox). I also heard /k/ at the end of brick. Hmmm…/k/ could be k but then I remember that in some cases c and k work together to make the /k/ sound, too. I think I will put down ck for /k/. (places diagraph ck in fourth box).
5.) Children do an individual letterbox lesson.
Hand out the materials for letterbox lesson to each child. Call out words one at a time and tell the children how many boxes will be needed per word. The teacher will walk around the room, monitoring each individual student as they progress and providing help if needed. If a child misspells a word, the teacher will read as it is spelled. Example, “that says scan; we were spelling skin”) Once every student has had time to spell the, the teacher will on to the next word list. (2—it; 3—sit, big, pet; 4—gift, skin, glass, wind; 5—drink)
6.) Reading the LBL word list aloud—projected on a screen or board
After the children are finished with the letterbox lesson, put the list of letterbox words on the board. The teacher will model how to read the word blink aloud to the class.
Say: "Let me show you how I would read this (points to the word blink). Oh, there's that icky, sticky letter i all by itself. Remember it says /i/. Now from the beginning, /b/…/b/-/l/…. /bl/…/bl/-/iiiii/, /bli/…/bli/-/n/…/blin/…/blin/-/k/…Oh! Blink!
After the teacher models how to read the new correspondence, the class will read the list of words aloud together, one word at a time. The teacher may ask for volunteers to try to decode a word individually in front of the class as well.
7.) Read decodable book.
After the word list is read, pass out Liz is Six books to pairs of students. Show the students the book and say:
“Liz is a young girl who is having a birthday party. Someone gave her a baseball mitt for a present, so she decided to play a game of ball with a friend. But her friend is a pig! Will her friend, Pig, catch the baseball? You'll have to read to find out!”
Also, Tell students that they are reading buddies. One buddy will read the first page, then the next will read the second, the other will read the third, so on and so forth. They are to take turns reading the book to each other. If they aren't reading, then they should be good listeners and talk about the story after their partner is finished. After the book is read through once, students will reread it, this time switching out turns—the partner who read the first page will now go second.
Assessment
The children each take out their primary paper and answer the question, "What makes a piggy get icky and sticky?"
To access the students' work they will use a worksheet with words from the lesson on it. The students will be instructed to look at each picture and circle the ones with the /i/ sound. They will also complete the part of the worksheet that asks them to think of another word with the short i sound. To assess each student, I will collect all of the worksheets when everyone is finished.
References:
Zink, Shana. Icky Piggy. Beginning Reading Literacy.
http://www.auburn.edu/academic/education/reading_genie/voyages/zinkbr.html
Emily Mills. /i/ Icky Sticky Fingers. Beginning Reading.
http://www.auburn.edu/academic/education/reading_genie/voyages/millsbr.html
Assessment Worksheet:
https://www.education.com/worksheet/article/short-i-first/