The Pig Family -ig
Lesson 11 of 14
Objective: SWBAT identify rhyming words in a nursery rhyme, and retell the nursery rhyme "This Little Pig". Student Objective: I can rhyme words in the -ig word family. I can recite "This Little Pig".
I have my students join me at the rug to look at some pictures of fictional and non-fictional pigs. At kindergarten age, the children are just learning to distinguish between these two ideas. Before I begin the lesson on rime, I like to reteach and clarify some information for the children . This builds a stronger understanding and "hooks" them into my lesson.
Come join me on the rug for our literacy time! I have some pictures I want to show you.
First, I show the class a picture of a real pig, and then the picture of the pig in a wig. I want to show the children contrasting pictures for them to distinguish reality from fiction. Many of my students have seen pigs or piglets so I want to tap into their prior knowledge to bring more meaning to this lesson.
Ask the questions: What do you see in this picture? What kinds of things do pigs do? What kinds of things do pigs eat? Where do pigs live? What are some things that you remember about the pigs we have seen?
Show the picture of the pig in a wig. What do you see in this picture? Do you think this picture is real or imaginary? How do you think this pig got this way? Have you ever seen a pig like this?
I am going to share a nursery rhyme about several pigs. Listen to what the pigs are doing.
I am going to say the first line of "This Little Pig Went to Market", then I will stop and I would like you to repeat after me. Usually this rhyme is counted out on your toes, but today we will use our fingers.
This is an echo chant: This little piggy went to market, This little piggy stayed home, This little piggy had roast beef, This little piggy had none, and this little piggy cried "wee-wee-wee," all the way home.
How many pigs does this nursery rhyme tell about?
Let's talk about each of the pigs: Pig #1 went to __________________.
Pig #2 was _____________________.
Pig #3 ate ______________________.
Pig #4 ate ______________________.
Pig #5 did ______________________.
Why do you think the pig cries "wee-wee-wee"? How does he feel?
Could this nursery really happen or is it make-believe? How do you know?
What do you think the pig at home might have been doing? Why did he stay home? Turn to a friend and share your ideas. This is called think-pair-share.
Now, think about the pig that went to market. What is a market? Blow your idea into your hand and when I say release, open your hand and tell me your idea. If you said, "a place where people buy and sell things or a store", you are correct.
We are going to play a little game. I am going to name some place people might go. If you think that the place describes a market, you will give me a thumbs-up. If the place does not describe a market, give me a thumbs-down.
Here we go: a grocery store (market); someone's home (not); school (not); fruit and vegetable stand (market); playground (not); bakery (market).
When you look at the word pig, what letters do you see? p-i-g. The first sound is "p". The last two sounds say "ig". We are going to take off the beginning sound and replace it with another. We will keep the "ig" sound to create words that are part of the -ig Word Family.
Let's look at the picture of this pig again. (Show the picture of the pig wearing a wig.) When you look at this picture, can you find something that will rhyme with the pig? wig/pig
We will go through the alphabet to find words that will rhyme and be part of the -ig family: big, dig, fig, jig, pig, rig, twig, wig. To help you remember which words we recognized as part of the -ig family, we will make a paper project of a pig wearing a wig.
My students love to make projects, and I love to have them make projects with a purpose. By working on the "Pig in a Wig" project, the children can work on their fine motor skills, use listening and direction following skills, reread the list of rimes, and practice writing letters. When completed, they have a project at home where they can continue to practice this word family.
To make your piggy project, you will need to listen carefully to the directions and follow each of the steps. You have two colors of paper: pink and yellow. You will use the pink paper to make a pig's face. There are three circles on the paper: small, medium and large. Cut each of these out carefully. The large circle is the head,and the medium circle is the nose. Draw two nostrils on the medium circle and then glue the circle on the large circle. Take the small circle and cut it in half. Glue one on each side of the top of the head and then bend down the tip. These are your pig's ears. Draw some eyes and give your pig a large smiling mouth.
Now take a look at your yellow piece of paper. This paper has lines drawn on it for cutting it into strips. Once you have cut the paper up into those strips, you will need to sort. The strips that have -ig words will go into one pile, while the strips that do not have -ig words will go into another pile. The non-ig pile will go into the recycling basket. Double check your words before you throw them away. Now glue the end of each -ig strip around the top of your pig's head. I like to make the strips curl, so I do this by wrapping the paper around my pencil, like this.
I will be able to tell if you know the words of the -ig family by the strips that you have glued to your pig's head. The curly strips make the pig's wig.