Procedures: 

1. Say: "Today in class we are going to learn about the short i sound. Short i is a special sound because it sounds like i in the word itch! When you say the short i sound, think of an itchy inchworm crawling, while it says 'iiiiiiii!' *Show image of crawling inchworm.*" 

2. Say: Say: “We are going to listen for the sound /i/ in some words. When I hear short i sound /i/, I pretend to itch like this *scrunch hand on arm and pretend to scratch an itchy arm, saying /iiiii/.* Now you try! *allow students to make the itching gesture* Good job! There is a short i in the word kit. Can you say the word kit? *Allow students to say kit* Did you notice and feel your mouth open like you were saying "I'm itchy"? Watch me. *Dramatically say kit and draw out the i and pretend to itch arm.* I felt my face scrunch up and mouth open slightly when I said the i in kit. Now let’s try and see if our faces scrunch up and our mouth opens a little when we say the word mice. *say mice normally* Did my mouth open a little and did my face scrunch up? No, it did not. Mice has a long I sound, which is different from the itching, face scrunching short i. Now it’s your turn! If you hear the itching /i/, then scratch your arm and scrunch your face, but if you don’t hear the itching i just say “no!” Let’s try it. Do you hear the itching i in lid, flip, hen, pot, hit, bed, pin?” *watch and make sure students make the itching motion when they say lid, hit and pin*

3. Say: “Now, I am going to have you spell some words in letterboxes for practice. Let’s start with an easy one: ‘sit’ like, 'I will sit in the sun'. *Observe progress and scaffold if needed* Lets try some more words.” *Allow students to spell remaining words by having one student at a time come up and model spelling the word with letterboxes, providing sentences for each word: pick, dig, fin, pop, him, drop*

4. Say: “You guys all did a great job using letterboxes to spell those words! Now, you are going to read the words you’ve spelled. When I show the card, read the word that you see back to me.” *Have students read each word: pick, dig, fin, pop, him, drop *

5. Say: “Good job! Now we are going to read a book called "Biscuit's Trick." Biscuit is a puppy who is trying to learn new tricks. He wants to make his owner happy, and show how smart he is! Will he learn any new tricks? Will his owner be happy? Let’s read the story to find out! *Put students in pairs* Make sure the students take turns reading alternate pages.” *Walk around the classroom and watch and monitor each students’ progress as they read*

6. Say: “That was a fun book, did you all enjoy it? *wait for students to answer* For our last activity today we are going to practice our itching i words one more time with this worksheet. You are going to name the picture, circle the matching word, and then write the word! If time allows, you may color the pictures. *distribute worksheet and collect when they are finished to evaluate the students’ progress.*

References:

Decodable Story, "Biscuit's Trick Book" - Read Aloud Version: https://www.youtube.com/watch?v=xwrq506npvg

Amazon Version to Purchase: https://www.amazon.com/Biscuits-Trick-Alyssa-Satin-Capucilli/dp/0061431974

Worksheet: PAGE 14 - https://www.themeasuredmom.com/wp-content/uploads/2017/10/ShrtiWrk.pdf

Additional Resources: Ellison Brewster, "Sleepy Pooh Yawns O"  https://ellisonbrewster.wixsite.com/lessondesigns/beginning-reading

​

Click *HERE* to return to solutions!

​

​