Miss Justice's Website
Pigs Dip into the Mud!
​
​
​
​
​
​
​
​
Beginning Reading
Baley Justice
​
​
Rationale: This lesson teaches students the short vowel correspondence i=/i/. In this lesson, students will be able to read, recognize, and spell words that contain the letter i. The students will learn a meaningful representation (dipping their feet into the mud), spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that shows emphasis on the vowel correspondence i=/i/.
Materials:
1. Graphic image of 3 pigs taking a dip in the mud
2. Cover-up critter
3. White-board/ smart-board
4. Elkonin boxes for each student
5. Letter manipulatives for each child and magnetic letters for the board: c, f, g, i, l, m, n, p, r, s, t, x
6. List of spelling words on a poster board: is, pig, mix, clip, gift, print
7. Decodable book: Liz is Six
8. Worksheet for assessment: http://www.kidzone.ws/phonics/it3.htm
9. Pencils
10. Crayons
Procedures:
1. Say: In order to become expert readers, we need to learn the code that tells us how to pronounce words. Today we are going to learn about short vowel i. When I say i=/i/, I want you to act like you are dipping your feet or hands into mud. (Use hand gesture of dipping into mud, and show graphic image of pigs in the mud)
2. Say: Before we learn the spelling of /i/, we need to learn how to recognize it in words by listening. When I listen for /i/ in words, my mouth widens. (Point to mouth as I say i,i,i) Let me show you an example, big. I heard that i,i,i sound in that word and I felt my mouth get wider as I said b-iii-g. That shows that the word big has a short i in it. Now let’s try using a different word, dog. I did not hear the i,i,i sound and my mouth did not get wider. That means there is not a short i in the word dog. Now I want you to try. I am going to say some words and after each word I want you to reply to me. If you hear the i,i,i, sound I want you to say “Pigs dip” and if you do not hear it, I want you to say “I did not hear it”. Ready? Is it in tin, cat, lick, pine, stick?
3. Say: Now we are going to look at the spelling of /i/. This is what the short i looks like (draw short i on the white board). Now what if I want to spell the word think? I need to THINK about how to answer this question. Think means to have an idea about someone or something. In order to spell think in letterboxes, we need to know how many phonemes the word has. I need to stretch it out and count: /th/ /i/ /n/ /k/. This means that I need 4 boxes. I heard the /i/ sound right before the /n/ and /k/ sounds. So, I am going to put the /i/ into the second box. The first sounds we heard were /th/, so were going to put those into the first box. In this word, the /th/ sound is made by putting the /t/ and /h/ together. So now we have two boxes left. Let’s all stretch the last part of the word out together, th-ii-nnn-kk. Sometimes putting n and k in words can be a little tricky. [Point to letters in boxes when stretching out the word: /th/ /i/ /n/ /k/.] I hear an n before k, so I will put “n” in the third box, and “k” in the last box. Now we have the word think.
4. Say: Now I want you to spell some words for letterboxes. You are going to need two letterboxes for the word “in”. We like to stand IN line quietly. What do you think should go in the first box? The second box? I will be walking around and checking. (Give them about 30 seconds to complete the first word, then allow students to answer the questions, what goes in the first and second box). For the next word, you are going to need 3 letterboxes. The word is “fit”. I need to FIT the blocks into the tub. What goes in the first box? Second? Third? (Allow 45 seconds for students to fill in letterboxes). Now, I am going to spell it in my letterboxes on the board using my magnetic letters. F-i-t. Check and see if you spelt it the same way that I did. Let’s try another word using four letterboxes. The word is “clip”. I like to FLIP on the trampoline. (Pick one student to use the magnetic letters and board to spell the word using letterboxes). (Repeat with different students using different words). Let’s try one more word using 5 boxes. The last word is “drink”. I like to DRINK sweet tea. (Finish with a student spelling it on the word).
5. Say: Now it is time for you to read the words that you have just spelt. First, I am going to show you how I would read a tough word. (Display poster with the word print on it and say the word out loud) To start, I see that there is an i, which makes our i,i,i sound. I am now going to use my cover-up critter to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel) /p/ /r/= /pr/. Now I am going to blend that with /i/= /pri/. Now all I need the next letter which is n. /pri/ + /n/ = /prin/. Now all I need is the end, /t/= /print/. Print; So that is how you read a tough word. Now it’s your turn, everyone together. (Have the children read some of the words in unison. After that, call on individuals to read one word on the list until everyone has had a turn reading the spelling words on the list)
6. Say: You all have done a great job at learning to read words that have /i/ in them! Now we are going to read a book called Liz is Six. This book is about a little girl named Liz who is celebrating her 6th birthday! She decides to have a baseball game at her birthday party. The pig, who is on the opposite team of Liz, hits the ball out into the field. Liz catches it and the pig is out! When it is Liz’s turn to bat, she hits it into the field right to the pig. Can the pig catch it? You will have to keep reading to find out. Everyone find a partner, and let’s see if the pig is able to catch the ball. (The children will get with their partners and take turns reading different pages to each while the teacher walks around the room to monitor their progress. After the paired reading, the class will reread Liz is Six aloud together. The teacher will stop the class between page turns to discuss what is happening and will ask questions.)
7. Say: Before we finish our class lesson on /i/, I am going to pass out a worksheet for you to complete. (Pass out the assessment worksheet). I want you to follow along on the directions with me. “Draw a line to match the picture and the word”. So, there are some pictures on the left side of the page, and I want you to draw a line to the correct word that goes with it on the right side of the page. When you are finished, I want you to color all of the pictures that make the i,i,i sound. Does anyone have any questions? (After the students complete the worksheet, the teacher will collect the worksheets to evaluate each student’s progress and understanding.)
​
References:
Graphic Image: https://www.etsy.com/listing/191395600/premium-31pc-pigs-in-mud-clipart-for
Worksheet: http://www.kidzone.ws/phonics/it3.htm
Caroline Coleman, Icky Sticky Piggy
http://carolinecoleman199.wixsite.com/mysite/beginning-reading
Hunter Cossum, Uhh I think U is confused
http://huntermackena.wixsite.com/education/beginning-reading
​
​
Clink link to return to applications.
