Our school has benefited so much through working with BYU. I first began with the McKay School Of Educ. and now added the Arts Academy. I took the Rig-A-Jig-Jig lesson that Susan taught us and added a literacy  rhyme ending target of –ig. They enjoyed the activity and learned the target as they danced. I”ve inclued the lesson below for any of you to use or adapt to other targets.

lTitle: Rig-A-Jig-Jig

Goals:

· Rhyming and identification of -_ig__ (Generates and discriminates words that rhyme with -_ig__)

· Sound blending (Blends onset and rime endings to make words with -_ig__)

· Decoding/spelling (Reads/writes initial letter then the -ig___ ending and blends them together to make words)

· Word analysis (Sorts -_ig__ words from other short vowel words)

Target Words: big, jig, rig

Materials:

· Music for Rig-A-Jig-Jig from Utah State Office of Education http://www.schools.utah.gov/curr/FineArt/Core_Curriculum/General/songbook.htm

· Song Text

As I was walking down the street, down the street, down the street,

A friend of mine I chanced to meet Hi-Ho, Hi-Ho-o, Hi-Ho.

A rig- a -jig jig and away we go, away we go, away we go

A rig- a -jig jig and away we go Hi-Ho, Hi-Ho-o, Hi-Ho.

· A large space to play the game

· CD player to play music , if desired

Introduce and Preteach: (can be done at an earlier time)

· what is a jig- a dance, what do think rig means? It could be a large truck or wriggle, like wriggle out of something, it could also just be a nonsense word.

State and Model the Target:

Today we are going to hear and learn words that end in -_ig__

Provide Playful Practice:
Rhyming:

Ask everyone to stand in a circle, facing in. Begin action for the game:

- The teacher walks around the inside of the circle, on the beat, singing the song.(As I was walking……..street.) making eye contact with each child.

- Choose a partner by stopping in front of a child on the word ‘friend”.

-Shake right hands( say: Hi, ho….) and reach over to take the other hand, for the next part.

-The two make a back and forth movement with their hands on a (a rig a jig jig. )

-Sway hands on (away we go) then say thank you (child’s name) to your partner and move to next partner.

-Ask children to listen on the next time for the 2 ig words that rhyme, if you hear them you can join me in singing that part.

-On the third time ask them to sing all the song and think of a different movement we could do on the rig, a jig( ie on your body, head, toes. knees, shoulders, hands).

-Repeat using some of the student’s ideas, ask then again wher do we hear the ig sound? Have everyone move and sing with the Ig sound

_Let children follow teacher and also pick a friend

Whoever you are closest to on the word “friend” is your partner. The song chooses not you!

Sound Blending:

Show the children the cards with beginning sounds and rhyme endings that are in a 3-pocket apron. Pick a beginning sound and a rhyme ending and put them next to each other Say the sounds separately, then together slowly, and finally say the word normally. Pick a different beginning sound to replace the first and repeat process of blending (for “jig,” first blend j-ig then add “p” to blend p-ig or other words learned previously)

Read and Write about the Experience: (can be done at a later time)

We did a jig,
We said rig-a jig, jig.

I like to jig, the rig a jig, jig.

When I am big.

I will still like to jig, the rig a jig, jig.

Decoding/Spelling:

Children make ig words in the center with letter cubes and sheet with ig and write them on their paper ( see attached)

Word Analysis:

· Write the word rig and rip on the board right under each other so the letters line up together. Discuss how they are alike and how they are different. (e.g. They both have an i in the middle, and the same first sound. They have the same middle sound but not the same ending sound. They don’t rhyme, etc.) Then erase rip and write tip on the board under rig so the letters line up with the letters in rig.  Have them decide how tip is the same and different from rig. (e.g. They don’t have same first letters. They both have an i in the middle. They both have the same ending letter. They both are spelled with ip. They have the same middle and ending sounds. They rhyme.) Have students generate more words that rhyme with rig and rip and write them on the board under rig and rip lining the letters up. Once several more words are written point out how only the first part of the word changes but the -ig stays the same.  Then read through the generated list having them listen for the –ig or ip sound. (If a word is chosen that does not rhyme with -ig write it on the board and go through the process of pointing out what is the same and different. Have the students discover that what must be the same is the -et spelling and/or the -ig