Inside the Igloo

Objective

Associate the uppercase letter I and lowercase letter i with the short /i/ sound, as in igloo, inch, and imagine.

Lesson Plan

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Target Words:

  • igloo
  • inside
  • it
  • is
  • if
  • imagine
  • inventor

Materials:

  • Igloo graphic
  • Plastic bowl or cup
  • Picture cards
  • Magnifying glass
  • Ruler
  • Word blending cards
  • Practice writing page

Overview
The children make an igloo and say the /i/ sound when they see the letter I in words such as iguana, inchworm, and infant

Literacy Activities
Inspect the i pictures

  • Help the children make an igloo by turning a white box, plastic bowl or cup upside down, attaching the igloo graphic then cutting out a door on the dotted line.
  • Place picture cards of words around the room.
  • Emphasizing the target sound, tell the children to use a magnifying glass to inspect each picture, and have them decide if each picture starts with i like igloo.
  • When a child finds a word or picture beginning with i have him/her say, “I found an ___.”
  • Have the children use a ruler to inspect one another’s pictures to see if they are one inch.
  • Tell the children to place the picture cards inside the igloo.
  • If a child mistakenly identifies a picture that does not start with the short /i/ sound then ask the child if the word starts with /i/ like igloo
  • Repeat the activity using word cards (support as needed).

Invite inside the igloo

  • Gather the children in a circle and pretend to be inside an igloo.
    • Tell them they can only invite animals and people that start with the short /i/ sound (e.g., inventor, insect, inchworm, infant, iguana, illustrator, inspector).
  • Make a list of the people and objects the children would like to invite to the imaginary party.
  • Have each child write the sentence, “I will invite an _____ inside the igloo” and fill in the blank with an animal or person from the list.

More Practice
Identify, blend, and manipulate sounds

  • Have children identify the beginning, middle and ending sounds of words by tapping their head (beginning), their stomach (middle) and their toes (end) (e.g., cat = /c/ tap head, /a/ tap stomach, /t/ tap knees).
  • Point out that all of the words have the /i/ sound in the middle of the word.
    • pig = p + i + g
    • sit = s + i + t
    • fin = f + i + n
    • lid = l + i + d
  • With word blending cards, have the children make new words by changing the vowel or either of the consonants:
    • Change the beginning sound: pig → dig; bit → sit; hid → lid
    • Change the ending sound: fit → fin; sit → sip; bin → bid
    • Change the middle sound: pit → pot; bin → bun; did → dad

Practice writing the target letter

  • Help the children write the uppercase letter I and the lowercase letter i then draw pictures of things they found while inspecting words that start with i.

Printouts

SEEL At Home

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Print

Objective
Associate the uppercase letter I and lowercase letter i with the short /i/ sound, as in igloo, inch, and is.

Materials 

  • Pictures cards
  • White plastic bowl or cup
  • Ruler

Activity: Inside the Igloo

  • Make an igloo by turning a plastic container upside down, attaching the igloo graphic, then cutting out the door on the dotted line.
  • Hide the picture cards around the room. 
  • Inspect the room to find all of the pictures that start with the letter I, which makes the /i/ sound like igloo.
  • Inspect each picture with a ruler and decide whether or not the pictures measure one inch.
  • Help your child decide which pictures start with the /i/ sound as in igloo, and place those pictures in the igloo, saying "An i___ can go inside an igloo."
  • Have your child write the uppercase letter I and lowercase i several times then draw a picture of something that starts with /i/.

Word-Cards-and-Igloo

Standards

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1. CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper and lower case letters in the alphabet.
2. CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

http://education.byu.edu/seel/library/